TEACHERS PERFORMANCE OF AIOU GRADUATES IN DISTRICT KOTLI, AJ&K: AN ANALYSIS

Abstract

Allama Iqbal Open University (AIOU) provides distance teacher education across Pakistan. This study analyzed the performance of AIOU-trained teachers in government boys' elementary schools in Tehsil Khui Ratta, District Kotli, Azad Jammu and Kashmir, focusing on subject mastery, teacher attendance, interpersonal relationships, and professional development. A descriptive cross-sectional survey design was employed. The population comprised 250 male elementary school teachers in Tehsil Khui Ratta. Using universal sampling, all 250 teachers were included. A five-point Likert scale questionnaire (20 items) was developed, validated by experts, and pilot-tested, demonstrating acceptable reliability (Cronbach's α = 0.79). Data were analyzed using frequency, percentage, mean, and standard deviation. Results showed positive performance across all indicators: subject mastery (M=3.35, SD=1.05), teacher attendance (M=4.33, SD=1.02), interpersonal relationships (M=3.78, SD=0.92), and professional development (M=4.16, SD=0.91). However, 55% of teachers endorsed punishment, and 51% lacked in-depth conversations with students. The study concludes that AIOU-trained teachers demonstrate generally positive performance, though areas requiring attention include reducing punishment reliance, increasing meaningful student-teacher dialogue, and strengthening lesson planning competencies.