Sixteenth International Conference on New Directions in the Humanities

Abstract

This descriptive study ascertained the impact of CPD framework on the performance of public sector primary school teachers. Both male and female PSTs, DTEs, and CTSC heads of district Muzaffargarh, Rawalpindi, and Sheikhupura were included in this study. Working of the DTEs was solicited on the questionnaires on working of DTEs for teachers and heads (QWDTET and QWDTEH), and performance of teachers was solicited on the questionnaire of teachers’ practices (QPTTDH). An open-ended questionnaire was also administered on teachers to find out their performance, PD day activities, and factors affecting their performance. Data were collected from 360 teachers, 90 DTEs, and 90 CTSC heads. QWDTET was comprised of thirty-eight and QWDTEH was comprised of sixteen statements on the responsibilities of DTEs. QPTTDH was comprised of seventeen statements on the practices of teachers while open ended questionnaire was comprised of five statements about CPD framework interventions. Mean response value was employed to know about the teachers’ performance and DTEs’ working and Mann Whitney U test and Kruskal Wallis test was used to find out the difference in teachers, DTEs and CTSC heads responses of different districts. Themes were drawn from the responses on the open ended questionnaire. Results of the study showed the positive relation between CPD framework interventions and performance of the teachers. Results also showed that shortage of teachers, multi grade teaching, non cooperation of parents, and poverty affect the performance of teachers. Working of the DTEs and performance of teachers was reported to be betters in district Muzaffargarh as compared to districts Sheikhupura and Rawalpindi and better in district Sheikhupura as compared to district Rawalpindi.