Abstract:

The present article examines the teachers’ attributes and educational exclusion of children in Southern Punjab, Pakistan. The limited studies focused the relationship between teachers’ attributes and educational exclusion of school age children in Southern Punjab. The current study was conducted in the 3 districts, “Multan, Dera Ghazi Khan and Bahawalpur” of Southern Punjab, Pakistan. The researcher used the multistage random sampling and selected 975 household heads as a sample. Interview schedule was used as a tool for gathering the data because majority of the respondents were illiterate and had poor socio-economic status. It was found that teachers’ attributes have a great influence on the enrolment of the school age children. The study reported that majority of the respondent did “Agree” that teachers mentally tortured/ Bullied the children; non-availability of female teacher; shortage of teachers in their native schools; corporal punishment given to the student; teachers came late in the schools; teachers absenteeism from schools; teachers did not teach properly to the students; abusive language of teachers in the schools; teachers biased/ prejudiced against students were the key factors in the exclusion of primary school children. It is suggested that the education department should have to recruit the new teachers on urgent basis where they are needed without discrimination of sex and organize frequently professional teachers training to tackle the above mentioned issues to achieve the Sustainable Development Goals (SDGs).

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