The Impact of Teacher Qualifications, Professional Training, and Pedagogical Practices on Female Elementary Education in Khyber Pakhtunkhwa, Pakistan

Abstract

Teacher quality is a critical determinant of student retention, particularly for girls in developing countries. However, there is limited research on how teacher qualifications and pedagogical practices specifically impact female education in conservative societies like Khyber Pakhtunkhwa (KP), Pakistan. This study aimed to assess the academic and professional qualifications of elementary school teachers, evaluate their pedagogical preparedness, and identify teacher-related factors contributing to female student dropout in KP. A descriptive survey design was employed. Data were collected from 20 teachers (10 male, 10 female) from 10 elementary schools (5 public, 5 private) in KP using a structured questionnaire. The study found that 50% of male and 50% of female teachers held Masters Degrees. However, a significant disparity existed in professional training: 60% of male teachers held M.Ed degrees compared to only 40% of female teachers. Only 50% of male and 40% of female teachers prepared lesson plans before class. Teachers identified poverty (40%), cultural taboos (30%), and lack of parental interest (5%) as key reasons for students dropping out. The study revealed inadequate pedagogical preparation and professional training among elementary teachers, which negatively impacts female student retention. Recommendations included mandatory professional development programs for all teachers, especially females, and strengthening teacher preparation programs.