CONTINUOUS PROFESSIONAL DEVELOPMENT AND ITS IMPACTS ON TEACHERS’ PEDAGOGY

Abstract

This study aimed at investigating continuous professional development and its impacts on teachers’ pedagogy among 103 (85 females and 18 males) elementary level teachers at private school of Turbat region Baluchistan. The researcher collected data from all the elements of population to explore teachers’ perceived knowledge of pedagogy before conduction of the training and examined teachers’ perceptions regarding the impacts of continuous professional development training on teachers’ pedagogy after training. Data were collected through pre-survey and post-survey Questionnaires which included lesson planning, classroom management, classroom assessment, teaching methods, test development and continuous professional development. Through the statistical package for social sciences (SPSS) and partial least squares and structural equation modelling (PLS-SEM) were used to test hypotheses. The results of (PLS-SEM) revealed all the five hypotheses are accepted and supported each with significant value of (P=0.000). The study concludes teachers have positive perceptions about their knowledge of pedagogy after attending the training. Hence, the study suggests CPD training must be made compulsories for all the schoolteachers and recommends introducing training workshops in schools to withstand quality of school teaching and learning.