Professional development of elementary school teachers: The influence of in-service training

Zubair  Younas; Dr. Nadia  Ali; Dr. Shamim   Ullah

Authors

Zubair Younas M Phil Scholar, Bahauddin Zakariya University, Multan, Punjab, Pakistan Author
Dr. Nadia Ali Lecturer, Institute of Education and Research, University of Baluchistan, Pakistan Author
Dr. Shamim Ullah Assistant Professor, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan Author

Keywords:

In-service training, professional development, elementary school teachers, Classroom Observation Tool (COT), teacher evaluation, educational reform, Pakistan, qualitative research, teacher motivation, instructional improvement

Abstract

This investigation assesses the consequences of in-service training for the professional development of elementary school teachers in Pakistan. The need for teachers to have continuous and profound professional development as necessary and sufficient conditions for high-quality teaching and improved student outcomes has never been clearer. Using a qualitative research design, the study gets at the perceptions of some key stakeholders—teachers, policymakers, tool developers, and data collectors—about the COT framework that was rolled out to assess and support the professional competencies of teachers in this study. Through the use of semi-structured interviews and some thematic analysis, the study's authors try to identify some strengths and weaknesses of COT as a developmental instrument. The findings underscore the need for refining COT to be more context-sensitive, formative, and participatory. Recommendations include integrating mentorship, peer evaluations, and ongoing professional support to ensure the tool genuinely fosters meaningful growth in teachers’ instructional practices

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