THE IMPACT OF PEDAGOGICAL KNOWLEDGE AND TEACHING PRACTICES OF TEACHERS ON STUDENTS' ACHIEVEMENT IN PUBLIC SCHOOLS OF PAKISTAN

This study explores the impact of teachers' content knowledge, pedagogical student-centered approach, and teacher-centered approach on student achievement perceptions. Data were collected from seven public secondary schools in Pakistan using an adapted self-report instrument five Likert scales. Partial Least Square Structural Equation Modelling (PLS-SEM) was employed as estimation technique by SMART PLS software. The results obtained testing model structural equation modelling (SEM) interpreted discussed tables. found that teaching practices significantly predict achievement. These findings highlight crucial role achieving learning goals outcomes. Keywords: Pedagogical-Knowledge, Teaching-Practices, Teachers' perceptions, Teaching effects, Students’