Exploring the Obstacles and Gaps in Performance of Teachers by Using Behavior Engineering Model (BEM)

Abstract

In Pakistan specially in the Province of the Punjab the performance of public sector teachers has been facing intensive criticism. Some critics of teachers point out that gap in performance is the function of the individual characteristics of teachers but some others argues that gap in performance is because of the environmental factors. This study was conducted to explore the gaps in performance of teachers and obstacles in the ways of integrating technology by using of Gilbert’s behavioral engineering model (BEM). The research design was the developmental research method of type 1. Chevalier’s updated version of developmental research of type 1 was implemented to achieve the objectives of this study. This method of research was consisted of two phases. In phase 1, a cause analysis survey was conducted to find the usability of BEM. The survey was administrated to randomly selected 150 out of 3723 high school teachers and 100 out of 176 head teachers of public sector schools in District Toba Tek Singh. In the second phase of the study the implementation of BEM was validated by two experts. The cause analysis of the data thus obtained showed that lack of incentives and motives working of teachers were the barrier to integration of educational technology into teaching practices and that the school administration did not focus on the use of technology in the classrooms. The expert reviewers validated the implementation of BEM and identification of obstacles to performance and performance gaps. They also supported the use BEM of Thomas F. Gilbert in Government schools of District Toba Tek Singh.