Continuous Professional Development: Performance of Primary School Teachers

Abstract

The purpose of this study was to examine the performance of primary school teachers (PSTs) under the Continuous Professional Development (CPD) framework. The study was conducted in the district Faisalabad of the Punjab Province. Both qualitative and quantitative methods were used in combination as a mixed methods approach to solve the research problem. Secondary data of mentoring visit forms (MVF) filled by the District Teacher Educators (DTEs) were analyzed to assess the performance of the PSTs. To get the deep understanding of the problem qualitative data was also collected from the 17 DTEs and 32 PSTs through semi-structured interviews protocols. Both content analysis and descriptive statistics were used to analyze the quantitative and qualitative data respectively. The findings of the study reveal that there is no significant improvement in teachers' performance as a result of mentoring under CPD Framework. The study also revealed that the performance of the teachers remain at the fair state during the start of the academic session and gradually reaches to the good level during the late months of every academic session.