Impact of Capacity Building of the Teachers of Government boys’ Primary School on class room Teaching in District Swat, Pakistan.

Amir Hatam - PhD Education Scholar
Prof. Dr. Mohammad Iqbal - Sarhad University of Science and Technology, Peshawar
Nasrullah Khan - PhD Education Scholar SUIT Peshawar

Abstract

The study attempted to find out the impact of capacity building of teachers of Government Primary schools on classroom teaching. The objectives of the study were to find out the strengths and weaknesses of the capacity building initiatives for professional development of teachers of Govt: Boys` Primary Schools in district Swat and to make recommendations for improving the current efforts for capacity building of primary school teachers. Capacity is developed when individuals are motivated to use knowledge, skills and resources in order to enhance organizational objectives, The population of the study included 841 Headmasters of Government Boys` Primary Schools, 3034 senior teachers and 50535 students. Of those 252 (30%) Headmasters, 910 (30%) Senior Teachers and 15160 (30%) students were randomly selected for sampling reason being that total population of teachers could not be covered. The data were collected with the help of three instruments e.g, an opinionnaires given to headmasters, interviews held with teachers who had received on-the job training and classroom observation of these teachers to see the effect of training with the help of a checklist. The relevant literature was reviewed, which provided indicators for development of tools. The data obtained were quantified and described. The outcome of the study revealed that the current strategy of the Department of Education focused on the Donors’ driven policies which largely aimed at improving literacy; numeracy; critical thinking; improving school performance; strengthening community level management; capacity building; quality and relevance type of things. However, the actual requirements to strengthen their instructional and pedagogical skills as well as enhancing their mastery over subjects were not adequately addressed. Teachers were not motivated to promote their commitment to their profession. It was suggested that improving classroom teaching required continuous on-the-job training, commitment of teachers to the teaching profession and improved pedagogical skills of teachers as well as updating classroom management.