Abstract
Teachers equipped with modern teaching strategies plays a pivotal role in the ultimate progress of
students’ academic and educational performance.it is believed that recognition and implementation of
teaching strategies pertaining to students’ different intellectual abilities are more effective than
traditional ways of teaching. The current study investigated the teaching strategies of the secondary
school teachers related to different multiple intelligences of the students and its subsequent relation to
their professional qualification. 253 male and female participants revealed no significant gender
difference in their preferred multiple intelligence teaching strategies, except for existentialistic
teaching strategies, where females were found higher than male. Teachers with high professional
qualification (M. Ed) were highly adept at teaching with existentialistic, linguistic, and interpersonal
teaching strategies. However, they were found less adept at teaching with visual and musical teaching
strategies. The study suggested to consider and address teachers’ various intellectual domains in
developing teachers training modules and course curriculum at the secondary level, to promote quality
teaching, enhance students learning, improves teacher preparation, and expand schooling practices.
Rani Gul, Muhammad Rafique. (2017) Teachers Preferred Approaches towards Multiple Intelligence Teaching: Enhanced Prospects for Teaching Strategies, Journal of Research and Reflections in Education, Volume 11, Issue 2.
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