Evaluation of In-service Teacher Training Program in Iran: Focus on the Kirkpatrick Model

Abstract

This study investigated the effect of in-service education and training (INSET) courses on grade 11 EFL teachers' knowledge base employing Kirkpatrick's four-level (reaction, learning, behavior, result) evaluation model (Kirkpatrick & Kirkpatrick, 2006). To this end, the researchers designed a study at four stages. At the first stage, a standardized questionnaire, English language teachers' knowledge base (ELTKB), was administered to thirty 11 th grade teachers to examine their views regarding the INSET classes (reaction). Then ten teachers were interviewed, and their classes were observed to explore to what extent the INSET courses had affected teachers' perceptions and actual job performance (learning). In the next step, 126 students filled in the students' questionnaire (SQ) regarding their perception of their teachers' teaching performance in the English classes before and after their attendance in INSET classes. At the final stage, the performance of the 126 students on a language proficiency test was measured to study to what extent their teachers' performance had affected their achievement. The result of the ELTKB questionnaire, SQ, interviews, and observations revealed the beneficial role of INSET classes in teachers' reaction, learning, and behavior. Moreover, the result of the program was positive since grade 11 students' language learning improved after their teachers' INSET class attendance. This program evaluation can be illuminating for stakeholders, policymakers, and curriculum designers.

Adaptation of Kirkpatrick’s Four-Level Model of Training Criteria to Evaluate Training Programmes for Head Teachers

“…Since this level evaluates trainees' behaviour, a quantitative study may not be sufficiently flexible for gaining an understanding of complex human behaviour [82]. Kirkpatrick suggested the combined use of quantitative and qualitative methods of investigation for this level when evaluating training in the education sector, examples of which are found in Reference [83]. Regarding the best time to measure behavioural change in trainees, Kirkpatrick [64] recommended that post-training evaluation should be carried out at least three months after the training, although he acknowledges that some participants may not change their behaviour for six months or may change for a while before reverting to previous behaviours.…”

The Principal's Role as Manager and Teacher Pedagogic Competence in Online Learning

“…Teacher competence in schools plays an important role, one of which is the achievement of school goals. Teacher competence is a reflection in professional or not learning, more specifically in online learning situations (Mahmoodi et al, 2019;Sutarto et al, 2020). The implementation of online learning as a learning arrangement with a new style triggers challenges and obstacles.…”

Analysis on the Actions of a Continuous Distance Training Session for Teachers and its Impact on Their Actual Practices

“…Methods for evaluating this level include supervisor-based or objective indicators of performance [31, 37 and 38], observation, self-assessment, performance record review, and peer review [39,40]. When evaluating training in the education sector, Kirkpatrick suggested combining quantitative and qualitative methods of investigation for this level [41]. ─ Results Level: This level focuses on measuring financial benefits, which cannot be done directly in the context of education [42].…”