Evaluating teacher competencies in Pakistan's public schools: Enhancing the impact of professional development programs

Usama Kalim

Evaluation and Program Planning, 2024, vol. 106, issue C

Abstract: Professional Development (PD) programs in Pakistan typically follow a standardized approach, often overlooking the diverse strengths and weaknesses of various teacher groups, which may not adequately address their specific needs. This study aims to evaluate teacher competencies among different groups from the perspective of school principals in Pakistan's public schools, with the goal of enhancing the effectiveness of PD programs. Initially, the study identifies three key themes of 21st-century teacher competencies through an extensive review of recent literature. An interview guide, based on these competencies, was used to gather data from seven public school principals via structured interviews. The data were analyzed using a deductive content analysis approach, with MAXQDA software employed for theme coding. The findings revealed notable differences in teacher competencies from the principals' perspectives. Female and younger teachers exhibited more competencies compared to their male and senior counterparts. These insights provide crucial information for planning and customizing Teacher Professional Development (TPD) programs, emphasizing an objective evaluation of teachers rather than self-assessment. Tailored PD programs based on these findings can more effectively enhance teachers' professional growth and competence."

Keywords: Teacher professional development (TPD); Teacher competencies (TC); School performance; Instructional competencies; Personal competencies; Professional competencies (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eee:epplan:v:106:y:2024:i:c:s0149718924000697

DOI: 10.1016/j.evalprogplan.2024.102467

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