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Farkhanda Tabassum, Shazia Zamir and Saira Nudrat 332 Global Social Sciences Review (GSSR) occurred through reflective practice. She has further included that stagnant and traditional teaching methods are not adequate for effective learning of the students. The quality of professional learning practices is considered the professional growth of the teachers. Frans (2015) revealed in his study that teachers should reflect about the standard in education for quality in teaching learning process. Bana (2014) indicated that confidence level of teachers must be raised to involve them in teaching learning process. The teachers should be provided constructive feedback in teaching learning process and administration should envision with them about how the teaching learning process can be enhanced more in future. According to Yoruk (2013) teachers should get training for development of the academic domain. All teaching process should be according to the modern teaching techniques. It will be beneficial for the students to get effective knowledge through qualified teachers. Tozmaz (2011) has described that student to student and student to teacher interactions are essential part of students’ encouraging outcomes. When students get opportunity to participate freely in classroom activities and share the information with the teachers than they become able to show all their abilities. Amjad (2012) stated that students’ level of learning is significantly enhanced in private sector colleges than public sector colleges in Pakistan due to practitioners’ thinking about their professional development for students’ academic progress.The traditional classroom environment has been converted in to modern setting within the application of the professional practices of the teachers (Isik &Yagci, 2011). The educational institutions can be improved through the research based techniques which lead to the quality education. For this purpose, the professional practices of the teachers contribute in the achievement of institutional goals (Coburn & Woulfin, 2011). Turker and Yaylak (2011) have mentioned that the implementation of modern pedagogy in teaching at all levels has improved the students’ academic achievement level. Thus they have stressed that new teaching skills should improve the educational standard. Annette (2015) describes that learning of the students should be incorporated with the assessment of the outcomes. Ferlazzo (2015) has investigated about the hiring, promotion and attainment of the high ranks in the organizational environment for the individual. It is worth mentioning here the report of UNESCO –USAID (2008) regarding the condition of public sector institutions in Pakistan that weak structure of educational organizations in Pakistan is considered as the “poor quality education” and failure of system which is challenge to educational modification in the light of new academic developments in the world. The researchers from Harvard University, Pomona College and World Bank presented the findings in “The Learning and Educational Achievement in Punjab Schools” (LEAPS) report (2008). The researchers evaluated the data set of Punjab Pakistan (2003 to 2007) for their research. According to LEAPS report, comparatively private institutions students were better than the learners of government schools. In report it was described that private school teachers were putting more efforts for students learning than their counterparts in government schools for learning outcomes of the student. Aslam (2006) described that mostly private sector educational institutions are established in competition for quality education. James (2015) describes that the teacher can get the personal and professional development through the professional developing programs at local, national and international level. In this global world, the approach towards the professional training programs is accessible through different means of communication. Jennifer and Pooma (2012) have mentioned that professional training programs provide the guidance about teaching experiences and how to work with colleagues in teamwork. The teachers become proficient to reform the institutional policies. They become the reflective practitioners. All these components of professional training programs bring out the positive outcomes. The Statement of Problem The professional learning practices (PLP) of teachers help them to use effective strategies in classroom environment. These practices develop the clear understanding in daily routine of teachers’ professional life. Therefore the study aims to explore practitioners’ perceptions about professional learning practices at higher secondary level in public and private Sector.

Practitioners’ Perception about Professional Learning Practices at Higher Secondary Level in Public and Private Sector