Supportive Learning Environments in Elementary Classrooms: Self-Reported Practices against Pakistan's National Professional Standards for Teachers in Punjab
DOI:
https://doi.org/10.70670/sra.v3i2.2659Keywords:
learning environment; elementary teachers; National Professional Standards for Teachers; cooperative learning; PakistanAbstract
A supportive learning environment, in which pupils work together, discuss ideas and have access to varied learning materials, is one of the standards that Pakistan’s National Professional Standards for Teachers expect every teacher to meet. Little is known, however, about how often elementary teachers put such practices into action. This study surveyed 568 public elementary school teachers from 20 schools in the Lahore and Kasur districts of Punjab about how often they used 13 practices associated with a supportive learning environment, such as group work, peer learning, learning corners and encouraging library use. Teachers reported using these practices at a moderate level (M = 3.17 on a five-point scale), a little above the midpoint of the scale. Teachers in Lahore reported more frequent use than teachers in Kasur (3.25 vs 3.08, d = 0.23), whereas urban and rural teachers, and male and female teachers, did not differ reliably. The findings suggest that practices recommended in the national standards are present in elementary classrooms but are not yet routine and that district-level support may matter more than school location or teacher gender. Targeted professional development and better provision of learning resources, particularly in less developed districts, are recommended.
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