Teachers’ perspectives on resources, infrastructure and quality of education in government Urdu medium schools of Hyderabad

Abstract

This study explores teachers’ perspectives on the adequacy of resources, infrastructure, and quality of education in government Urdu medium schools in Hyderabad. Using a descriptive survey method, data were collected from 100 teachers across 20 schools (10 primary and 10 high schools) through stratified random sampling. The findings reveal that while a majority of teachers rate resources and infrastructure at a moderate level, significant disparities exist between primary and high schools. High school teachers perceive better infrastructure and resource availability compared to their counterparts in primary schools, particularly regarding school buildings, classroom conditions, lighting, ventilation, and support staff. However, the quality of education is generally perceived as moderate across both school levels, with no statistically significant difference. These findings highlight critical areas requiring targeted intervention, especially for primary schools, to ensure equitable access to quality education and well-resourced learning environments for Urdu medium students.