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Evaluation of Effectiveness of Connecting Classrooms Project (CCP) for Teacher Development in Public and Private Schools of Khyber Pukhtunkhawa

Rafia Naz
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Rafia Naz: Department of Education, Hazara University, Mansehra, Pakistan

International Journal of Economics and Empirical Research (IJEER), 2015, vol. 3, issue 4, 193-201

Abstract: Purpose: The teacher training plays a vital role in enhancing efficiency and effectiveness of education. It is a considered an effective tool for ensuring quality of education delivery. In order to foster teacher training, the British Council started a Connecting Classroom Project (CCP). The present study was undertaken to evaluate the effectiveness training which were imparted to teachers of selected schools under this project. The objectives of the study were: a) to investigate the effectiveness of CCP on principal’s performance in the light of CCP objectives in public and private sector; b) to examine the effectiveness of teacher development program on teachers in the light of training objectives of CCP; c) to compare the performance of trained teachers with untrained teachers in public and private sector working under CCP project; d) and to recommend remedial measures for the improvement of implementation process. To collect data for study, “the Evaluation of Effectiveness of Connecting Classrooms Project for Teacher Development in Public and Private Schools of Khyber Pukhtunkhawa†the researcher developed some data collection instruments i.e. a structured questionnaire, rating sheet, and interview questionnaire. Using these instruments, the data was collected from selected sample i.e. 16 principals and 80 teachers (40 trained, 40 un-trained) from sixteen schools (eight public and eight private). The rubric rating sheet was formulated to ask questions from principles. The structured interview was aimed at assessing various skills among the teachers and head teachers. Questionnaire for the teachers was developed after a thorough study of literature. The collected data were statistically analyzed by calculating the percentage and the mean scores of the responses. Methodology: Statistical Package for Social Sciences (SPSS) was used as a data analysis tool. Findings: The findings reveal that CCP training has improved school principals’ leadership skills, communication skills, management skills, and coaching skills. The trainings also has removed misconceptions of the principals and teachers about different civilizations, and built strong links between stakeholders. The trainings have increased information technology related skills as well. CCP has improved teaching skills of teachers. The teaching skills of trained teachers are better than untrained teachers. Recommendations: The findings show that in multiple comparisons of classroom management skills, there is significant difference between trained and untrained teachers.

Keywords: Teacher training; Effectiveness; Quality of education delivery; Classroom management (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Date: 2015
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Handle: RePEc:ijr:journl:v:3:y:2015:i:4:p:193-201