ASSESSMENT OF IN-SERVICE TEACHERS TRAINING DIMENSIONS IN PUBLIC SECTOR SCHOOLS AT TEHSIL RAWALPINDI

Article Information

Title: ASSESSMENT OF IN-SERVICE TEACHERS TRAINING DIMENSIONS IN PUBLIC SECTOR SCHOOLS AT TEHSIL RAWALPINDI

Authors: Imran Hussain, Zairab Mehmood, Rubina Rahat

Journal: International Research Journal of Social sciences and Humanities (IRJSSH)

HEC Recognition History

Category	From	To
Y	2024-10-01	2025-12-31
Y	2023-07-01	2024-09-30

Publisher: Al-Zouq Educational Research Center

Country: Pakistan

Year: 2024

Volume: 3

Issue: 2

Language: English

Abstract

In-service teacher trainings and practices plays a very important role in the professional growth of the educators which makes sure that they remain updated with the current and updated pedagogical practices and the advancements in the curriculum. This paper investigates the areas and effectiveness of in service teachers training programs of the public sectors that includes secondary, elementary and the primary schools in Tehsil of Rawalpindi. By examining various features such as opportunities in the professional development, the advanced teaching methodologies and knowledge of curriculum, the study focuses to identify the strengths, the weaknesses and areas for the improvement. The study gives a descriptive survey research design which includes collecting the data from primary, elementary, and secondary school teachers through the questionnaires. Different Statistical analyses were performed on the SPSS version 27.0 which includes chi-square tests, t-tests, ANOVA, and correlation analysis. It discloses important differences in the training effectiveness among different teacher groups. Primary and secondary teachers show the higher satisfaction level and apparent improvements in teaching skills when compared to their elementary participants. Key challenges include resources limitations, lack of administrative support and the insufficient training content. The results highlight the need for personalized training programs which can enhance by the administrative support and the continuous professional development to elevate the educational standards. The results provide strong recommendations for representatives and the educational administrators to enhance the in-service teacher training which thus improves the teaching strategy and educational outcomes in Rawalpindi's public sector schools.

Disclaimer: The following sections are produced through an intensive multi-stage analytical pipeline developed by DefinePK, utilizing advanced natural-language processing, domain-specific knowledge models, and automated cross-referencing systems. Despite the rigor and computational effort involved, the generated summary may still contain inaccuracies or incomplete interpretations. Users are strongly advised to verify all critical information against the original paper and its authoritative sources.

Research Objective

To investigate the areas and effectiveness of in-service teacher training programs in public sector secondary, elementary, and primary schools in Tehsil Rawalpindi, identifying strengths, weaknesses, and areas for improvement.

Methodology

Descriptive survey research design. Data collected from primary, elementary, and secondary school teachers through questionnaires. Statistical analyses performed using SPSS version 27.0, including chi-square tests, t-tests, ANOVA, and correlation analysis.

Methodology Flowchart

                        graph TD;
    A[Define Research Objectives] --> B[Select Descriptive Survey Design];
    C[Develop Questionnaires for PST, EST, SST] --> D[Distribute Questionnaires to Teachers];
    D --> E[Collect Data];
    E --> F[Analyze Data using SPSS v27.0];
    F --> G[Perform Statistical Tests: Chi-square, T-tests, ANOVA, Correlation];
    G --> H[Interpret Results];
    H --> I[Draw Conclusions and Formulate Recommendations];

Discussion

The study highlights significant differences in training effectiveness across teacher groups, with elementary teachers expressing dissatisfaction. This indicates a need to restructure training programs to meet their specific needs, enhance administrative support, and improve accessibility and participation.

Key Findings

Primary and secondary teachers reported higher satisfaction and apparent improvements in teaching skills compared to elementary teachers. Key challenges identified include resource limitations, lack of administrative support, and insufficient training content.

Conclusion

In-service teacher training programs in Rawalpindi Tehsil show varied effectiveness, with elementary teachers facing notable insufficiencies. Policy makers and administrators need to adapt programs, increase administrative support, and improve accessibility to enhance teaching practices, teacher satisfaction, and student outcomes. Continuous feedback mechanisms and teacher involvement in program development are crucial for long-term success.

Fact Check

1. The study surveyed 81 teachers in total: 34 Primary School Teachers (PST), 12 Elementary School Teachers (EST), and 35 Secondary School Teachers (SST).
2. The data analysis utilized SPSS version 27.0.
3. Primary and secondary teachers showed higher satisfaction levels than elementary teachers.

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