The Influence of In-Service Teachers Training Programs on the Professional Development of School Teachers

Qaisra, Rani; Haider, Syed Zubair

doi:10.52131/pjhss.2023.1101.0368

Cited by 3 publications

(4 citation statements)

References 20 publications

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“…Staff development initiatives are necessary due to changes in how people live, work, study, and the world and lifestyle (Chalchisa, 2010;Straková, 2015). Teachers pursuing professional development should consider the moral aim of education and make strategies to act more forcefully as change agents (Qaisra and Haider, 2023). On the other hand, ITT programs may be focused on a specific subject or skill, or they may be more general, covering a broad range of topics.…”

Section: Ittmentioning

confidence: 99%

“…According to Nzarirwehi and Atuhumuze (2019), ITT has always supported teachers' professional and personal growth to benefit their students, courses, and institutions. ITT entails doing and experiencing things that improve how effectively professionals carry out their duties (Qaisra and Haider, 2023). There is little doubt that in-service education will continue to address the gaps between pre-service education and teachers' productivity in the workplace caused by the changing society (Osamwonyi, 2016).…”

Section: Ittmentioning

confidence: 99%

“…Lack of in-service training for teachers will impede their professional development and cause missing gaps between expectations and actual levels of success (Osamwonyi, 2016). Maintaining excellent standards in teacher preparation programs depends on ITT (Qaisra and Haider, 2023). The ultimate goal of teacher training programs is to develop a dedicated group of individuals who will defend our country's democratic values (Dange and Siddaraju, 2020).…”

Section: Ittmentioning

confidence: 99%

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The impact of teacher training on the delivery of quality education: A study of schools in Mogadishu, Somalia

Idris,

Mohamed,

Hussein

et al. 2024

Int. j. adv. appl. sci.

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Today, improving the quality of education is central to Africa’s strategic goal of catching up with industrialized nations. This study focused on the effects of pre-service and in-service teacher training on the quality of education in private and public schools in the Mogadishu Benadir region of Somalia. The research used a quantitative approach, collecting data through a questionnaire distributed to a significant sample of individuals. Non-probability sampling was utilized, targeting teachers and school principals who were readily accessible and selected purposefully. The study involved 145 participants, including both principals and teachers from private and public schools in the region. Factor analysis was used to examine the relationship between pre-service and in-service teacher training and the provision of quality education. The findings indicated that both pre-service and in-service training are crucial investments for enhancing educational quality, with correlation coefficients of 0.648 and 0.660, respectively, showing a positive relationship with the quality of education. The study demonstrates the significant positive impact of teacher training on educational quality and suggests further research is needed to explore how this training aligns with educational curriculum and standards.

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Section: Ittmentioning

confidence: 99%

Section: Ittmentioning

confidence: 99%

Section: Ittmentioning

confidence: 99%

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The impact of teacher training on the delivery of quality education: A study of schools in Mogadishu, Somalia

Idris,

Mohamed,

Hussein

et al. 2024

Int. j. adv. appl. sci.

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“…Dahri [2] explored that trained teachers can improve performance as a teacher. Rind [3] found that teaching is a scientific thinking in which teachers should have achieve their objectives and goals designed before going in the classroom. Shaheen [4] found that the effective teaching warranties excellence in teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

A Study of the Effectiveness of Teachers Training in Sindh Province

Ali,

Afzal,

Fahd

2024

AJESS

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This research study take a look into a study of the effectiveness of teachers training program for private secondary schools in Sindh. Technology integration is far behind in Pakistani Schools as a consequence of ICT deficiency, absence of in-service teachers training. ICT has tremendous potential to prepare students for the workplaces globally and improve educational systems, if it’s integrated wisely into a curriculum. ICT Teacher Training is being sorted out at distinctive levels for the educators to outfit them with essential most recent information and abilities to make them great ICT educators by the Government of Pakistan and Education Department; in this study the relationships between in service ICT teachers training and changes in teaching behavior will be investigated. This research take a look into a study of the effectiveness of ICT teachers training program for private secondary schools in Sindh to promote Ubiquitous learning among students. The study's main goals were to investigate the impact of in-service teachers' ICT training on subject teachers' teaching methodology based on Ubiquitous Learning. Apricot Education System conducted this study in private schools in Karachi, and 150 teachers were chosen as a target sample using purposive random sampling following three months of teacher training. The investigation was descriptive in nature. A questionnaire with 60 items based on a 5 Likert scale was used to collect data using the survey method. The data was analyzed using the correlation, regression, and reliability tests. The results of the regression test revealed that teacher training had a substantial impact on subject teachers' teaching style based on Ubiquitous Learning. The t- value is 5.079.The data was analyzed using the correlation, regression, and reliability tests. The results of the regression test revealed that teacher training had a substantial impact on subject teachers' teaching style based on Ubiquitous Learning. The t-value is 5.079, and the p-value is.000 less than 0.05. That equals.000. It indicates that H1 is acceptable. Finding administrators should perform maximal ICT Teachers Training to improve teacher competencies, according to the recommendation.

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The Analytics of Additional Professional Education for Teachers in Pre-Professional Classes in Moscow Schools

Petryaeva,

Ageeva,

Sumenkova

et al. 2023

Otkryt. obraz. (Mosk.)

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Purpose of research. Teacher professional development (TPD) is a key issue of education policies globally. The solution of the issue is relevant for teachers of pre-professional classes in Moscow, since it is pre-professional classes that are assigned the role of effective tools for fulfilling the task of developing the innovative economy of the city.The objective of this study was to analyze the data on professional development and professional retraining of teachers in pre-professional classes in Moscow schools and find answers to the following questions:– What is the percentage of teachers engaged in additional professional education?– What is the intensity and dynamics of mastering programmes of additional professional education by teachers?– Where do teachers receive additional professional education?– Do the number of teachers in a school, the school’s ranking, the overall experience of teachers and the length of time of teachers in a given organization influence the additional professional education of teachers?Materials and methods. The study encompassed 2,215 teachers of pre-professional classes of 30 Moscow schools. The research methods included collection of data from the schools’ websites, processing data for statistical analysis, data analysis, and comparative analysis of different school indexes according to the selected parameters. Results. 72.8% of teachers of pre-professional classes were involved in professional development programmes, 21.8% of teachers – professional retraining programmes during the period of their work at school. 24% of teachers are continuously engaged in professional development. Mostly engaged in TPD are teachers who work at schools top-rated by “The Ranking of schools’ contribution to the quality education of Moscow students”. In addition, teachers with professional experience of less than 5 years are very actively engaged in teacher professional development. The number of school staff and prevalence of teachers with long record of service do not influence the scale of TPD engagement at schools. Additional professional education is not limited by the form of ownership, territorial affiliation, or the number of educational organizations in the region, and affects the positive dynamics in the diversification of teacher education, which is an important element of modern educational policy, the advantage of which is to improve the accessibility of education. The data of this research state that teachers were engaged in professional development programmes at 622 various organizations, of which 50.3% are state, and 49.7% - private organizations. Teachers were trained in 67 regions of Russia and 6 countries (the UK, the Netherlands, the Republic of Moldova, Switzerland, Ukraine, Estonia). The list of regions of the Russian Federation with the largest number of organizations in which teachers have mastered programs of additional professional education includes Moscow, the Moscow region, Saint Petersburg, Novosibirsk region, Krasnodar region, the Republic of Tatarstan, Stavropol region and the Udmurt Republic.Conclusion. The data obtained can contribute to the adoption of management decisions on the formation of professional development programs for teachers. The prospect of the study is the analysis of data on the impact of additional professional education of teachers on the educational results of students.

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The Influence of In-Service Teachers Training Programs on the Professional Development of School Teachers

Cited by 3 publications

References 20 publications

The impact of teacher training on the delivery of quality education: A study of schools in Mogadishu, Somalia

The impact of teacher training on the delivery of quality education: A study of schools in Mogadishu, Somalia

A Study of the Effectiveness of Teachers Training in Sindh Province

The Analytics of Additional Professional Education for Teachers in Pre-Professional Classes in Moscow Schools

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