DefinePK

Abstract

Effective professional development is crucial for improving Early Childhood Education (ECE), particularly in resource-constrained contexts. However, evaluating the initial outcomes of such training is essential to ensure its impact. This study aimed to quantitatively evaluate an ECE training program in Pakistan by exploring the relationship between teachers' satisfaction (Kirkpatrick Level 1: Reaction) and their professional confidence (Level 2: Learning) across four key pedagogical domains. A cross-sectional survey was administered to a sample of 517 ECE-trained teachers in Khyber Pakhtunkhwa. The instrument measured satisfaction and confidence across the domains of Content Knowledge, Pedagogical Skills, Assessment Techniques, and Classroom Management. Data were analyzed using descriptive statistics, Pearson correlations, and simple linear regression. The findings revealed high mean scores for both satisfaction and confidence. A very strong, positive, and statistically significant correlation was found between satisfaction and confidence in all areas (r ranging from .892 to .923, p < .001). Crucially, regression analyses demonstrated that satisfaction was a powerful predictor of confidence, explaining between 79.6% and 85.1% of the variance. The study concludes that teacher satisfaction is not merely a superficial metric but a powerful leading indicator of perceived learning and professional confidence. These findings suggest that to build a foundation for behavioral change, training programs must prioritize creating a relevant, engaging, and positive experience for educators.