Impact of Non-Democratic Attitudes of Public Sector College Teachers on the Quality Education of Learners at Undergraduate Level in District Khanewal

Abstract

This research assesses the effects of non-democratic belief systems among the public sector college teachers towards the undergraduate students in District of Khanewal; Pakistan. Authoritarian attitudes that include teachers’ positive orientation toward ‘’demeaning’’ their students, teachers’ negative orientation towards students’ involvement in decision making, and little frequency of teachers’s interaction and communication with their students are positively related to non-academic outcomes such as students’ poor performance, lack of motivation and poor learning experiences. The research also concerns with the student attitude of the classroom and how these attitudes affect their participation, analysis and self-regulation in the learning practices. Both self-completion questionnaires and face-to-face interviews, as well as self- and peer-classroom observation checklists, were administered to a sample of undergraduate students and their teachers. Research efforts show that autocratic methods decrease students’ ideas’ presentation freedom, restrict creativity, and reduce the motivation to interact with content. Furthermore, the study recommends raising the level of democratization and constructiveness of teachers’ methods could contribute to the creation of the necessary learning climate, improving students’ performance and individuality. The findings suggest for effective PD professional development programs for teachers for democratic dispositions and inclusive teacher practices in the public sector colleges of Khanewal.