Investigating Cultural and Ethnic Diversity among Teachers in Public Sector Universities of Balochistan

Abstract

This study investigates teachers’ diversity in public sector universities of Balochistan, with a focus on cultural, gender, and age dimensions, as well as students’ perceptions of teachers’ instructional competence. A descriptive research design was employed. The target population included teachers and students from nine public universities, while the accessible population comprised those from social sciences and humanities departments of four universities in Quetta and the Loralai Division. Using convenient sampling, 200 teachers and 400 students (50 teachers and 100 students from each university) were selected. Two self-developed questionnaires, one for teachers and one for students, were administered, and data were collected through personal visits. Descriptive and inferential statistics, including frequency, percentage, mean, standard deviation, and chi-square tests, were applied for analysis. The findings showed that most teachers were male and primarily from the Pashtoon culture, though age diversity was also present. Students’ perceptions indicated that teachers from KP, Balochistan, and Punjab demonstrated instructional competence in subject matter mastery, teaching skills, classroom management, and evaluation practices. The study recommends government initiatives to reduce gender discrimination and ensure balanced gender representation in universities. It further suggests that institutional leaders manage cultural and ethnic diversity more effectively and provide equal opportunities for administrative responsibilities to both male and female faculty members.