Measuring the Effectiveness of Induction Training for Elementary School Teacher in Punjab

Journal of Elementary Education, Vol 31, No 2 (2021)

Measuring the Effectiveness of Induction Training for Elementary School Teacher in Punjab

Adila Khanam, Intazar Hussain Butt, Hifsa Batool

Abstract

Teacher training has an effective role in professional development of the newly inducted elementary school educators. High-quality induction programs can overcome challenges faced by new inductees. The study measured the effectiveness of induction training for elementary school teacher in Punjab offered by Quaid-e-Azam Academy for Education Development. All the teachers who got the induction training in 2018 were taken as the population of the study. The sample consisted upon the 244 teachers selected randomly from four Districts of Punjab. A self-developed questionnaire was used to collect the data. The study found that training design and the available recourses were very good. The study also determined factors like process of the training enriched with integration of theory and skills, and training duration was appropriate. It is also concluded that ICT component needs more attention as need of technology advancement. The outcomes of training were satisfactory and fulfill the needs of newly inducted elementary school teachers. No proper mechanism of follow-up was found. It is recommended that more time and money should be invested in these trainings. School head and/or senior colleagues may be assigned the responsibilities of mentoring these novice teachers once they are posted in their respective schools.

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