ANALYSIS OF SECONDARY SCHOOLS’ TEACHERS’ PERCEPTION ABOUT PROFESSIONAL DEVELOPMENT PROGRAMS

Abstract

The objectives of the study were to explore secondary school teachers’ perceptions regarding the relevance of professional development programs and to assess secondary school teachers’ perceptions of the effectiveness of professional development programs. The study was conducted utilizing a quantitative research design in order to study the perception and practice regarding professional development programmes by teachers at secondary schools in Punjab, Pakistan. The population of the study comprised all the teachers teaching in the secondary classes, that is Grade 9 & 10, in public schools. 150 teachers were selected randomly. Data was collected using a structured questionnaire which was designed in a manner to achieve the objectives of the study. A five-point Likert scale, Strongly Disagree - Strongly Agree, was used to record responses. The questionnaires were personally administered, and cooperative school administrations have been ensured to collect a higher response rate. The data collected were coded and inputted in Statistical Package for Social Sciences (SPSS) for analysis. Descriptive statistics such as frequencies, percentages, means, and SDs were used to summarize the demographic information and responses to the questionnaire items. Composite mean scores were calculated for each domain of professional development to arrive at global perceptions and practices. The results are presented in the form of tables for easy interpretation and comparison between variables. The majority of the respondents 44% agreed that they perceived that the CPD program improved their subject knowledge. The majority of the respondents 36% agreed that the Continuous Professional Development program was aligned with the curriculum. It was concluded that they perceived that the CPD program improved their subject knowledge. The Continuous Professional Development program was aligned with the curriculum. They perceive that they practice classroom management more effectively after attending the CPD program, and they use strategies from the CPD training in their daily classes.