Please use this identifier to cite or link to this item: http://prr.hec.gov.pk/jspui/handle/123456789/19907
Title: Effectiveness of induction training and developing of follow up mechanism for elementary teachers in the punjab
Authors: Khanam, Adila
Keywords: Social Sciences
Education
Issue Date: 2021
Publisher: University of Education, Lahore
Abstract: Teacher training has an effective role in the professional development of the newly inducted school educators. This study was designed to measure the effectiveness of induction training for elementary teachers in Punjab. The research objectives were to find out the effectiveness of induction training and develop a follow-up mechanism of the elementary teachers in Punjab. Explanatory mix-method research design was used to explore the effectiveness of the induction training, where quantitative data and qualitative data for an in-depth exploration of the study. All teachers who received induction training in 2018 were taken as the population. There are 5,096 elementary teachers in Punjab who received induction training in 2018. This study was conducted in three phases. First phase was quantitative in nature and the first step was to analyze the effectiveness of induction training through teachers’ scores at pre and post-test conducted by the training administration. Sampled teachers were further asked to fill a questionnaire regarding the effectiveness of the induction training. The self-developed questionnaire was validated by the experts and piloted; the reliability coefficient was .86. Multistage sampling was used to select the sample for the first phase. Out of these 36 districts, four districts were selected randomly and from each of these four districts, 100 teachers were selected. Thus, 400 teachers were selected for the first phase of the study. The second phase of the study was qualitative in nature. Six novice teachers from each of already four selected districts were invited to participate in the study. Simple random sampling technique was used to select the participants. In this way, 24 teachers were selected. The head teachers of the schools where these 24 teachers are posted were also requested to participate in the study. Two separate interview VIII protocols were developed to collect the data for this phase. A follow-up mechanism was developed based on the findings of the first and second phases of the study. In the third phase of the study, experts were selected for validation of the proposed follow-up mechanism. Purposive sampling technique was used to select 15 experts. In the first step, the effectiveness was measured through pre and post-test. It was measured by mean percentage scores. There is a significant difference between mean percentage scores of pre and post-tests. Further, the survey results indicated that majority of the teachers think that the induction training was aligned with their professional needs. Further, according to the respondents, effectiveness of training can directly be facilitated by trainee’s awareness of objectives of training courses, training design and application of training, skills and knowledge in schools. The second phase of the study was to investigate the practices of the newly inducted teachers. An observation protocol was used to observe classroom practices of the sampled teachers. Only few teachers planned their lesson and followed all the steps. As concerned with assessment techniques, majority of the teachers did not mentor and support students’ in homework and understanding, with no feedback on students’ assignments. The respective head teachers were also involved in the study. A semi-structured interview was developed for the head teachers. Head teachers shared 41 types of issues faced by novice teachers. According to head teachers most of new teachers behave professionally. Half of the teachers showed organized behavior and self-confidence. Rules and regulations were followed by the majority of the teachers. All teachers were involved in decision making process of regarding school matters. It was explored that newly inducted teachers take part in generating new ideas and teachers were expert in organizing school functions. IX It is recommended that more support should be provided to the teachers after training, classes should be frequently observed, and they should be provided proper feedback of the observed lesson. On the basis of the findings of the study, a follow-up mechanism was developed for the elementary school teachers in Punjab. The follow up mechanism was validated by experts having induction training experience.
Gov't Doc #: 25341
URI: http://prr.hec.gov.pk/jspui/handle/123456789/19907
Appears in Collections:PhD Thesis of All Public / Private Sector Universities / DAIs.

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