IMPACT OF MICRO-TEACHING SKILLS ON TEACHING ABILITY

Abstract

This quantitative descriptive study examined the impact of micro-teaching skills on teaching ability by exploring and comparing the perceptions of male and female secondary school teachers. The population consisted of 1,200 teachers (650 male, 550 female) from 60 schools, with a sample of 240 teachers (130 male, 110 female) selected through stratified random sampling using Yamane’s formula at a 95% confidence level. A validated 5-point Likert scale questionnaire with reliable internal consistency (Cronbach’s alpha > 0.7) was administered in Urdu after obtaining official consent. Descriptive analysis revealed that male teachers demonstrated more positive perceptions (72.30%, mean = 3.92, SD = 1.01) regarding the impact of micro-teaching skills on teaching ability compared to female teachers (43.60%, mean = 3.25, SD = 1.17), while female teachers showed higher neutrality (33.60%) and negative responses (22.70%). An independent t-test indicated a statistically significant difference between the two groups (t = 4.82, df = 238, p = 0.0002 < 0.05), leading to rejection of the null hypothesis. The study concludes that male teachers hold significantly more positive and consistent perceptions than their female counterparts, and recommends gender-sensitive professional development, peer mentoring, and qualitative research to explore the sociocultural factors contributing to female teachers’ greater uncertainty.