Impact of Induction Training Program on Enhancing Teachers Professionalism at the Primary School Level in Khyber Pakhtunkhwa

Abstract

Professionalism has pivital role in staff development in bringing improvement in lesson planning skills and the implementation of innovative teaching techniques in the context of the 2016–2017 teachers’ induction training program of the government of Khyber Pakhtunkhwa. This quantitative study aimed to investigate the effectiveness of the induction training program in improving the ability of teachers to manage the classroom effectively, understand child psychology, and develop lesson plan skills for enhancing their teaching at the primary school level. The sample size of the study comprised 278 male participants newely appointed for the second phase in the year 2018–2019 for boys primary school teaching selected from four districts of Kohat, Karak, Peshawar, and Nowshera. The researcher used stratified and proportionate sampling techniques for data collection. Closed-ended Likert scale questionnaire of three main teachers' training characteristics, each with seven items of five options was used to collect data sought on the impact of induction training programs on the teachers' teaching approaches. Data was analyzed by applying different teats of descriptive and inferential statistics using SPSS (Statistical Package for Social Sciences) software. The results of the study revealed that the induction training program enhances the pedagogical skills of fresh appointed primary school teachers, classroom management and especially in the area of bringing innovation in lesson plans. Moreover, this study highlighted the effectiveness of the nine-month mandatory induction training program for improving teachers’ abilities and instructional strategies. For practical implication, this study suggests that the induction training program is necessary for all cadre teachers, especially for those who teach at the primary school level to use different techniques from classroom management according to the child psychology and improve lesson planning skills for the effective teaching-learning process.