Evaluating the Effectiveness of Teachers Training Programs in Islamabad Model Collages

Abstract

The present study explored the variables that contribute to the effectiveness of teachers training program in Pakistan for the education sector on the use of information and computer technology trainings. A sample of 111 lecturers from federal government colleges in Islamabad was taken and with the help of a research questionnaire their response was recorded. On its basis the study determined that computer knowledge and skills have been imparted in the trainees but their effectiveness could have been increased if rigorous training need analysis had been done. The study also finds that factors such as support from the head of departments, interest and cooperation from colleagues and availability of physical facilities in the colleges influenced the effectiveness of trainings. The study suggests that foreign training programs are more effective due to presence of experienced trainers and better training facilities. The study also determined that factors like duration of training programs has no effect on effectiveness of training, rather, it requires appropriate time for subject matter to be studied. The study also finds that ICT training programs do not contribute towards career growth and salary increase of teachers and lecturers; rather it affects their level of satisfaction from job. The study suggests that an increase in training budget can make these training programs more effective.

Determining the Effectiveness of Professional Trainings of Teachers in a Local College

“…The faculty members considered the learning and professional development activities that they have attended to be impactful as they understand the application of learning experience to improve the skills and knowledge in performing the tasks of a classroom teacher. However, the study conducted by Wei and Raja (2014) on the effectiveness of teacher training program in Pakistan revealed that training programs were unsuccessful in the development of skills for experienced teachers. It was also revealed that most learned skills were not applied in the classroom and the same traditional practices were applied by the trained teachers.…”