Implementation and enhancement of learned teaching methodologies depends on the support teachers receive from the administration. (Cavanagh and Silcox as cited in Rawat, Thomas and Qazi, 2012). This study articulates the opinion of trained secondary school teachers graduated from Notre Dame Institute of Education (NDIE) about the “Administrative Support and Teacher Efficiency” school teachers during the years 2007 till 2012. The research population consisted Survey methodology was used to research the opinion of teachers relating to the administration support and execution of learned teaching methodologies during teaching/learning sessions in the classroom. The research population consisted of B.Ed graduates of NDIE, certified as secondary of 269 graduates including a total of 68 males and 201 females. From the total population of 269 graduates, a sample of 120 participants was selected for the study. Data for research purpose was collected using purposive sampling technique. Questionnaire was used as a tool for collecting data that had three sections with two main types of attitudinal scales such as Likert scale, and rating scale. The results of the study indicate that one of the factors causing inhibition amongst trained teachers in using the learned teaching methodologies is insufficient administration support. Therefore school administration might be attentive to the personal and professional needs of teachers to combat inhibition in using learned teaching methodologies because administration vigilance in attending to the needs of teachers will help them to be better practitioners to support the learning of their students.
Fozia Gulab, Notre Dame Institute of Education, Pakistan