摘要：The study was designed to investigate teachers’ intelligence on their teaching strategies. The study explored questions concerning multiple intelligences of teachers and correlation between teachers’ levels of multiple intelligences and their teaching strategies. The respondents of the study were 148 males and 108 females secondary school teachers, selected proportionally (35 % of the area population) from both rural and urban areas of district Peshawar, the capital of Khyber Pakhtunkhwa province. A multiple intelligences questionnaire and a teaching strategies questionnaire were administered to the participants. Results indicated that teachers possess nine multiple intelligences but the levels of these nine intelligences were different from individual to individual. However, the teaching strategies of rural and urban school teachers were observed in coherence with each other. It was further noted that the levels of multiple intelligences were significantly correlated with the teaching strategies teachers used in their classes. The implication of the results was explained in the terms of teachers, students, and other stakeholders and it was suggested that the policymakers and curriculum developers in Pakistan need to concentrate on the capacity enhancement of instructors in alignment to their different intellectual qualities to viably improve their teaching aptitudes and professional development. Keywords: Multiple Intelligence, Teaching Strategies, teachers, teaching aptitude, students’ achievements
其他摘要：The study was designed to investigate teachers’ intelligence on their teaching strategies. The study explored questions concerning multiple intelligences of teachers and correlation between teachers’ levels of multiple intelligences and their teaching strategies. The respondents of the study were 148 males and 108 females secondary school teachers, selected proportionally (35 % of the area population) from both rural and urban areas of district Peshawar, the capital of Khyber Pakhtunkhwa province. A multiple intelligences questionnaire and a teaching strategies questionnaire were administered to the participants. Results indicated that teachers possess nine multiple intelligences but the levels of these nine intelligences were different from individual to individual. However, the teaching strategies of rural and urban school teachers were observed in coherence with each other. It was further noted that the levels of multiple intelligences were significantly correlated with the teaching strategies teachers used in their classes. The implication of the results was explained in the terms of teachers, students, and other stakeholders and it was suggested that the policymakers and curriculum developers in Pakistan need to concentrate on the capacity enhancement of instructors in alignment to their different intellectual qualities to viably improve their teaching aptitudes and professional development. Keywords: Multiple Intelligence, Teaching Strategies, teachers, teaching aptitude, students’ achievements
