Teachers’ Soft Skills and Students Academic Performance: An Exploratory Study in the Context of Secondary School Level in District Mardan
Abstract
The Head masters' Perception of Influence of Soft Skills (PPISS) 36-item structured questionnaire, with a reliability coefficient of 0.89, was used as the instrument for data collection in this study to investigate the impact of soft skills on students' academic achievement. The study used a descriptive survey design and a sample of 236 Head masters and SSTs (168 Head masters and 168 SSTs) of 268 public secondary schools in District Mardan. The research questions were answered using mean and standard deviation, while the study's hypotheses were tested at the 0.05 level of significance using the t-test statistic.It was discovered that a student's academic achievement is greatly influenced by their capacity for time management, problem-solving, communication, self-motivation, conscientiousness, and enthusiasm to study. Governments, educators, and other stakeholders were advised, among other things, to make sure that a significant portion of the school curriculum is devoted to the development of soft skills in order to assure students' success in their chosen occupations and to improve their academic performance.
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