Effectiveness Of Continuous Professional Development Program As Perceived By Primary Level Teachers

Abstract

. Incompetent and demoralized primary school teachers are the main cause of poor primary education in Pakistan. To overcome this issue, effective professional developments are provided to primary school teachers. DSD introduced a new teacher training program for the development of the primary teachers which is called a continuous professional development program framework. To know whether this program has attained its objectives or not this study has been conducted. The purpose of this study was to determine the effectiveness of a continuous professional development program as perceived by primary level teachers. It was a descriptive study. The researchers employed a simple random sampling technique and questionnaire to collect data for the study. The questionnaire was developed on four components of the continuous professional development framework. These components were continuous professional development (training), continuous assessment, mentoring and professional development day. The researcher employed mean, frequency, and percentages. Z test was used for the analysis of area (rural and urban) and gender (male/female) and ANOVA was used for the analysis of demographic variables of the questionnaire were respondents' age, qualification, and teaching experience. The findings of this study exposed that the majority of the primary school teachers showed a positive attitude towards continuous professional development program. Significant recommendations for the study were; Continuous professional development may develop better interaction between students and teachers and continuous assessment should be included to improve the learning skills of students. This study is based upon positivism paradigm of research and it was a quantitative study. The conceptual framework for this study depicts that the continuous professional development program was working as an independent variable and primary school teachers' perception was working as the dependent variable. This study explains how factors of continuous professional development program (continuous professional development training, mentoring continuous assessment, and professional development day) influence primary school teachers' perception related to the continuous professional development program.