Teachers’ Conception and Actual Teaching Approach in Higher Education Institutions

Abstract

This study aimed at investigating teachers’ conception and actual teaching approach in higher education institutions. The study employed mixed research approach particularly the QUAN+qual research design. Randomly selected 132 teachers from three colleges were the participants of the study. Data were collected through questionnaire composed of structured and unstructured items. The analysis was made quantitatively by using cluster analysis, correlation (PPMCC) and regression analysis. Qualitative data were analyzed thematically. The result from cluster analysis showed that, 61% of teachers in the study conceived student centered teaching as a desirable approach at university level. Their response also shows that, they are also practicing student centered approach in classroom teaching. The remaining 39% of teachers preferred teacher centered approach as the most appropriate and reported that their actual teaching approach is also teacher centered. It is also confirmed that, there is a relationship between conception and actual use of teaching approach. Among other demographic information of respondents, teachers’ knowledge of pedagogy and appropriate work load predicted 36.4% of employing desirable teaching approach in the regression analysis. The researcher recommended that, providing pedagogical skills training help teachers to develop their knowledge and skills of teaching.