Analysis of the Impact of Lesson Planning on Prospective Teachers’ Performance to Teach at the Elementary Level

Abstract

This study seeks to examine the influence of lesson planning on prospective teachers’ ability to instruct at the elementary level at Shaheed Benazir Bhutto University, Shaheed Benazir Abad, and to evaluate the difficulties encountered by prospective teachers during the lesson planning process and its implementation, as well as to emphasize the significance of lesson planning for future teachers in elementary grades. Lesson planning conveys to students what they will learn and how their objectives will be evaluated, and it assists educators in organizing content, resources, time, instructional strategies, and support within the classroom, while also enabling teachers to pinpoint which teaching activities will be employed during a lesson, and it aids in monitoring which strategies have been applied to prevent repetition. The study employed a quantitative approach with a convenience sampling method for participant selection. Additionally, the sample included 20 and 21 batches from the Education department, resulting in a total of 100 participants. The data were scrutinized using digital Google Forms, with automatically generated outcomes displayed in charts and percentages. The research indicates the effect of lesson planning on prospective teachers’ performance in elementary instruction and identifies various challenges encountered by prospective teachers in the lesson planning process and its execution. Moreover, the challenges included a lack of teaching materials, insufficient time, inconsistent supervision, classroom management issues, and a scarcity of textbooks. The results of this research demonstrated that lesson planning equipped prospective teachers to effectively confront these challenges in actual classroom environments. Thus, the findings may enhance comprehension of the teaching practice context and methodology.