Relationship between Teachers’ Professional Knowledge and their Teaching Effectiveness

Abstract

Abstract

Teachers’ professional knowledge plays a pivotal role in shaping their teaching effectiveness, influencing their ability to design meaningful learning experiences and adapt to diverse student needs. A strong foundation in subject knowledge, pedagogy, and classroom management directly impacts student engagement and academic outcomes. The purpose of the study to find out the effect and relationship between teachers’ professional knowledge and their teaching effectiveness at secondary level. The quantitative survey research design was used in this research. The philosophical paradigm of quantitative research was positivism. Population was comprised off all secondary schools of Province Punjab. The instrument of the study was questionnaire. Inferential statistics (Pearson r, regression analysis, and independent sample t-test) was used. SPSS was used to analyze the data. The findings of the study revealed that that there was strong positive significant relationship between Teachers' Professional Knowledge and their Teaching Effectiveness at secondary level. The p-value 0.000 and t-value 22.575 also shows that there was highly significant effect of Teachers' Professional Knowledge on their Teaching Effectiveness at secondary level.

Keywords: Teachers' Professional Knowledge, Teaching Effectiveness, secondary level