Productive Dispositions of Non-formal Basic Education School Teachers Regarding Teaching Mathematics in Punjab, Pakistan
Keywords:
Productive Dispositions, Mathematics Education, Non-formal Basic Education, Teacher Competence, Punjab, PakistanAbstract
Productive dispositions are an essential dimension of teacher competence because they influence instructional practices. Although mathematics teachers’ competence has traditionally been examined through knowledge & understanding and performance& skills, limited attention has been given to teachers' productive dispositions, particularly within non-formal education settings. This study investigates the productive dispositions demonstrated by non-formal basic education (NFBE) teachers regarding teaching mathematics in Punjab, Pakistan. A descriptive research design was employed using structured interviews with 30 NFBE teachers using the proportionate cluster sampling technique. The interview protocol was developed around five dimensions of professional disposition: enthusiasm, self-confidence, perseverance, reflective and contextualized mathematics teaching practice, and willingness to share. Data were analysed through deductive thematic analysis by organizing participants' responses into predefined themes and codes. Results of the structured interview show that non-formal teachers generally demonstrated productive dispositions that contribute to teaching of mathematics in the context of non-formal education, despite teaching in resource-constrained environments
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Copyright (c) 2026 Hira Amir, Dr. Intzar Hussain Butt, Dr. Ghazal Khalid Siddiqui, Dr. Asma Khan (Author)
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