Primary education brings awareness among the masses, opens avenues for opportunities as well as self-advancement with improvement, and reduces chronic as well as inter-generational poverty. As a first step in the creation of welfare and just society, universal primary education is an absolute pre-requisite for sustainable development (Bruning and Campion, 2019). Primary education has usually started before, in some countries, such as nursery classes in other counties are the first step as the main nursery. Education means a lot in everyone’s life as it facilitates people in learning, knowledge, and skill. It completely changes people's minds and personalities and helps them to attain positive attitudes. People must give importance to education than other targets in life as it is the only source of real happiness (Landy and Conte, 2016). The headteacher is ahead of the institute who has the responsibility to check the teaching methodology used by the teachers and how they are teaching in the classroom to their students. The educational institutions are not being developed until the head and the headteachers’ perception is not carefully met. The head of institutes ought to be skillful and knows very well about the teaching methodology. The method of teaching represents a dynamic element in teaching that is comparatively fast, adapted to the content and organizational forms and is created with a new purpose. Teaching methods are used to process teaching to achieve beneficial outcomes for students so that the quality of education can be used traditionally as a way to understand the teaching methods of their teachers (Tierney, 2017).

Achieving results is very important for all teachers who know the subject and know how to transfer student’s knowledge. Success might be achieved through effective teaching based on human resource development and economic development. The key to teaching skills, behavior, knowledge, ideas, and other words is the key to changing students’ behavior. Productive education is still being criticized in developing countries. Apart from all the various studies done on education, there is still no information regarding effective teaching and learning education in many secondary schools in Pakistan today. There is inconsistent teaching regarding teacher-to-student ratio, and there is a collision between classes that affect the quality of education in Pakistan. Besides, the lack of supervision reveals that some teachers have no idea of the teaching context. To solve these issues, teachers should work hard for their teaching promotion and their performance whether they like and dislike school duties (Sanford, 2017). This study intends to identify the views of headteachers about teaching methods used by the teachers in the classroom, to explore the learning problems of students by headteachers, to enhance the fundamental teaching skills of teachers by the headteachers, to find out the perception of headteacher regarding the usage of teaching methodology in the teaching and learning process, to promote the professionalism among the teachers by the headteachers. Primary education is usually started in some countries, such as the nursery class. All children need education to have a professional life around the world to deal with in later life information. Teaching is a way by which students are awarded the required knowledge to meet the challenges of the world. Teachers use teaching methodologies in the classroom to enable students for specific learning. For teaching different subjects, different strategies are used according to the need of the students i.e. delivering a lecture, demonstrating in the classroom, peer learning, discussion, debriefing, and teaching through games.

Objective of the Study

? To identify the teaching methods used the teachers

? To find out the perception of headteacher regarding the usage of teaching methodology in the teaching-learning process.

? To explore the learning problems of students because of the particular teaching method.

Research Questions

? Do teachers use different teaching methods?

? What are those methods?

? Are those methods recommended by the educationists at this level?

? What is the perception of the headteachers regarding the usage of those teaching methodologies in the teaching-learning process?

? What kind of learning problems students face when teachers using a particular teaching method?

Numerical and systematic data are used in quantitative methods. The standard study is to obtain and analyze statistical data for the procedure by showing, presenting, and managing the significance. The population of this study was all headteachers of public primary schools of District Shaheed Benazirabad. The total number of Headteachers (Male) Primary Schools is 527. The sample of this study was the Head Teachers of Government Primary Schools of Taluka Kazi Ahmed. The sample of 115 from headteachers was selected using a random sampling procedure District Shaheed Benazirabad.

The headteachers' responses reveal that

• teachers use traditional teaching methods in their classroom teaching (more used the options SA & A),

• most of the teachers use lecture methods (more use A)

• teachers are not interested in using modern methods of teaching (more used A and UD means unable to decide)

• students sometimes feel boring and sometimes good when teachers are using the lecture method (more use A and SD)

• Teachers know different teaching methods (more used the option SD & D)

• Do not prepare daily or weekly plans to teach (as more used the options SD & D)

• Do not move from simple to complex while teaching in the classroom (as more used the options SD & D)

• Do not use a creative approach in their classroom teaching (as more used the options SD & D)

• Do not teach basic skills in all class (as more used the options SD & D)

• Do not follow instruction during teaching (as more used the options SD & D)

• Do not use appropriate language during teaching (as more used the options SD & D)

• Do not use different teaching methods (as more used the options SD & D)

• Complain proforma is available in approximately 50% schools (as all options are equally used)

• Teachers solve the queries of students in 50% of schools (as all options are equally used)

• The committee is established by 50% of schools for solving students problems (as all options are equally used)

• 50% headteachers agreed that time to time they visit classrooms to check the teaching and learning process going on (as all options are equally used)

• 50% headteachers agreed that time to time check students performance (as all options are equally used)

• 50% headteachers highlight the performance of weak students (as all options are equally used)

• 50% headteachers observe the working hours of the teachers (as all options are equally used)

• 50% headteachers observe the behavior of the teachers in the school premises (as all options are equally used)

• 50% headteachers feel that strategies used by teachers enhance students performance (as all options are equally used)

• Headteachers do not conduct meeting with their subordinates (as more SD & D are used)

• Most of headteachers behavior with weak performer teachers is soft (as more SD & D are used)

• 50% headteachers provide professional advice to the weak performer teachers (as all options are equally used)

• Most of the headteachers do not provide an opportunity to weak teachers to overcome their mistakes (as more SD & D are used)

• Most of the headteachers do not enhance the fundamental skills of the teachers (as more SD & D are used)

• Most of the headteachers do not coordinate professional activities among teachers (as more SD & D are used)

• Most of the headteachers do not provide an opportunity for teachers to work and learn together (as more SD & D are used)

• Most of the headteachers do not provide teaching tools to their teachers (as more SD & D are used)

• Most of the headteachers do not ask different questions from students to check teachers teaching methodology (as more SD & D are used)

• Most of the headteachers do not check the notebooks of the students to check the competence of the teachers (as more SD & D are used)

It is concluded that most primary school teachers use traditional methods based on the lecture method with poor interest in modern teaching methods. The teachers do not satisfy students through lecture methods; students do not feel that their teachers use different teaching methods; while, role play is not popular among the students, teachers do not use weekly or daily plans for their teaching pedagogy which is used from simple to complex. Similarly, the creative approach is also not used in classes. The data analysis showed that appropriate language is not used in teaching. Headteacher does not call for a meeting for the problems and they also did not deal with the students individually. The committee is not established for the solution to students’ problems. The headteachers ask questions from the students to check the professional skills of teachers. The headteachers visit the class from time to time to observe the teachers’ performance and point out weak students to the teachers. The headteachers conducted meetings with teachers to find ways. The behavior of management is soft low performers. The headteachers do not provide professional advice and do not provide opportunities for teachers to overcome their mistakes. Headteachers do not enhance the fundamental teaching skills of teachers through training; they do not empower teachers to decide the class. Headteachers do not co-ordinate for professional development activities among teachers and do not provide the opportunity of learning to the teacher by providing learning tools.

This research work has revealed positive outcomes and has suggested the following recommendations:

Ø Primary school teachers should be given training regarding teaching methodology.

Ø Headteachers should be trained to guide the teachers.

Ø Modern teaching tools should be provided to the teachers.

Ø Quarterly refresher courses should be arranged for teachers.

Ø Teachers should be well aware of the new technology methods of teaching.

Ø The headteachers should not be soft with sub-ordinates if they are not continuously performing well.