Investigating the Role of Professional Development Interventions in the Development of Teaching Skills Among Primary School Teachers of District Swat Khyber Pakhtunkhwa, Pakistan
DOI:
https://doi.org/10.54183/jssr.v2i2.34Keywords:
Role, professional development, interventions, teaching skills, primary school teachers.Abstract
Primary education is the foundation for future education of children and teachers at this level are faced with the challenging task of shaping the potentials of young children in the right direction for creating the sound foundations of their future education. Hence, these teachers need to be much more dynamic and competent for fulfilling their uphill task. Therefore, the study aims to investigate the role of professional development interventions in the development of teaching skills among primary school teachers of district Swat, Khyber Pakhtunkhwa, Pakistan. The objectives of the study were to; find out professional development interventions arranged for the teaching skills development of primary school teachers and investigate the role of professional development interventions in the development of teaching skills among primary school teachers. The population of the study was 2173 primary school teachers of District Swat. A sample of 348 participants was randomly selected for the study. A Likert scale questionnaire was developed, validated and pilot tested for data collection. The data were collected through self-administered questionnaire and analyzed with frequencies, percentages and chi square test of significance. The study found out the professional development interventions of the British Council Training for Teaching Skills of Teachers, Induction Training for newly recruited Teachers and CPD trainings for the development of teaching skills among primary school teachers and demonstrated the development in the skills of pedagogy, content, classroom management skills, communication skills, use of ICTs and assessment skills and practices among primary school teachers. The study further recommended the arrangement of need analysis, use of standard criteria and collaboration of stake holders for the professional development interventions of teachers.
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