Research Proposal

Effectiveness of Teacher Induction program Conducted by Directorate of

curriculum and Teacher Education at Elementary level

Scholar’s Name: Musarrat Shaheen

Scholar’s ID #18385

Program: MPhil Teacher Education

Date of Submission: ______________

Supervisor: Dr. Hakim Ullah

Department of Teachers Education

Qurtuba University of Science & Information TechnologyD.I.

Khan / Peshawar, Khyber Pakhtunkhwa, Pakistan

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 I. Introduction

1.1 Background of the study

The goal of teacher education is to prepare educators to meet any obstacles that may

arise in their specific disciplines. Quality of teaching has a direct impact on the quality of

learning; if you have quality teachers, then you will also have quality pupils (Ahmed et al.,

2020). It trained instructors to be technicians or mechanics. It had more restricted objectives

and concentrated exclusively on skill development. As a result, the viewpoint and breadth of

teacher education were severely constrained. We can train animals, but we cannot educate

them; we can only teach humans, as W.H. Kilpatric stated (Sohail et al., 2018).

Three fundamental components make up teacher education. The first is teaching

skills, which include equipping teachers with the knowledge and abilities required for lesson

planning, conducting effective assessments, and other related tasks (Archambault et al.,

2017). Second, in order to help instructors practise their teaching techniques in the classroom,

pedagogical theory offers teachers intellectual, sociological, and behavioural concerns. The

third category is professional skills, which covers all the abilities required for a certain job,

such as computer proficiency, communication skills, and counselling abilities.

The goal of teacher preparation programmes should be to help students become

competent in general education and personal culture, as well as in the use of accessible

resources, teaching and educating others, and being mindful of the values that promote

positive interpersonal relationships and a sense of duty in contributing to the overall

development of a nation through both teaching and leading by example. According to

Ibrahim (2000), teacher education has to be updated to reflect societal changes and ought to

be a dynamic process rather than a static one (Amos et al., 2019).

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 Induction often refers to the time or series of initiatives designed to help new

instructors as they transition into their positions. The transitional phase between pre-service

training and ongoing professional development, which includes the first few years of

teaching, is referred to as the teacher induction period (Huling-Austin et al., 1989). It is a

demanding stage in which instructors pick up a lot of knowledge and must navigate the

common challenges faced by new teachers (Huberman, 1989; Veenman, 1984). A technique

known as induction is used to acclimatise new teachers to their dual duties within the school

system and as educators. They frequently must compete with more seasoned instructors for

positions within the organisation, fit in with the general school culture, and gain the respect

of their peers as newcomers (Kelchtermans & Ballet, 2002; Zeichner & Gore, 1990).

Regarding their future careers, the onboarding period for new instructors is quite important.

Teachers build a professional practise, develop their professional identity, and

frequently choose whether to remain in the field or quit it (Feiman-Nemser, 2001). An

induction programme, which is a structured programme designed to help new teachers in

their first years of teaching following their pre-service education, is being used by an ever-

increasing number of schools to support starting instructors (Beijaard et al., 2010). Goals and

substance of induction programmes vary to some extent among nations because to cultural

variations and local policies. Although a highly thorough teacher education programme

cannot fully prepare instructors for their profession, it is progressively being understood that

induction programmes are essential (Abass et al., 2019).

By appointing qualified educators who have a direct impact on student learning

outcomes and the classroom environment, advanced and standardised education may be

attained. High excellent instruction and instruction for high quality teacher education has

been the catchphrase for the European educational system. Research studies have emphasised

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the need of high-quality teacher preparation throughout the entire learning process (Darling-

Hammond, 2020). To address professional development, support and empower teachers as

they enhance their knowledge and skills, teacher education is crucial. European nations have

a three-year teacher education requirement, but some, like Spain, Germany, and France, have

a five-year need. The pre-service and in-service training are combined under Ontario,

Canada's New Teacher Induction Policy (NTIP), which fills the gaps left by the previous

policy's separation of teacher professional development and induction. A particular

knowledge base, the need for specialised training, and a commitment to public service are

some traits that define professionalism (Aspers & Corte, 2019).

The education sector is one of the areas where the 18th amendment to Pakistan's

constitution has delegated significant policy-making and implementation plans to the

provinces. For teachers in elementary and secondary schools, the KP Government has

implemented the New Teacher Induction Policy 2017 (Abbas, 2019). Pre-service teacher

education was replaced with in-service training under a new policy. Provincial Institute of

Teachers Education (PITE) and Regional Institute of Teachers Education (RITE) have been

tasked with providing the training. It is interesting to note that throughout the policy-making

process, the KP Government did not include the stakeholders, including public sector

universities and IERs in particular, for professional intake. Due to this biassed judgement,

there is now a gap between the academic community and KPK (Hussain et al., 2019).

PTI (Pakistan Tehreek-e-Insaf) took the initiative and founded its administration in

KP in 2013. The goal of this political party's platform was to overhaul several KP

departments, with education being given top priority. In order to implement changes, the KP

government took use of the 18th Amendment. These reforms included the creation of an

independent monitoring unit, the development of school infrastructure, a rise in enrollment

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rates, among other things. According to reports from (Mehmood, 2019), these reforms

brought about some beneficial adjustments. However, the New Teacher Induction Policy, one

of the most recent educational changes, had drawn criticism from a number of education

department stakeholders. The provincial cabinet accepted this new approach, and it was put

into practise right away. This policy amended the prior teacher recruitment standards and set

new standards for all cadres (Khanam and Butt, 2020).

1.2 Problem Statement

It has been argued that the quality of primary teachers was found feeble and the

content knowledge of the teachers are also weak. Ahmad et al., (2020) criticized that there is

a lack of attention by the government and policy makers towards the teachers training. In

most of the cases, the teachers are not having most updated skills which they can used to

manage their curriculum and students. Therefore, it has been recommended that the teachers

should be trained with most updated technologies to improve their skills and also critical for

their professional development. The current study will be designed to look at the curriculum

of the induction program from the perspective of the standards of teacher education from the

perspectives of standards designed for elementary teachers for their professional development

in Pakistan.

1.3 Research Questions

 What is the effectiveness of teacher induction program on teacher professional

development at Elementary level?

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1.4 Objectives of the study

 To investigate the effectiveness of teacher induction programmed conducted by

Directorate of curriculum and teacher education.

1.5 Hypotheses

H0: There is no significant effectiveness of teacher induction program on teacher

professional development at Elementary level.

1.6 Significance of the study

Teacher’s induction has played an important role in improving the school

environment at district, provincial and national level. This study is significant for knowing

the major sessions of teachers training in relation to their attitude. The purpose of this

research is to check the effectiveness of teacher induction program which has been managed

by the Directorate of Curriculum at elementary level in district Swabi.

The findings of present study will be significant for the teacher at Elementary level as

it will help them to solve their issues which can resist them for the effectiveness of training

towards professional development. This study will be significant for the elementary teachers

as it will give insight to explore the effectiveness of these training and will improve

professional development.

The present study will be significant for the policy makers as this study will highlight

the issues in exploring the effectiveness of teachers training towards the professional

development. The directorate can take help from the findings in revising the policies for the

better understanding of the professional development.

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1.6 Operational Definitions

1.6.1 Induction Training

The process of introducing new recruits to their positions and the company is known as

induction training. In order for them to properly transition into their role, this programme

gives them pertinent knowledge. New instructors receive training to help them adjust to their

new job responsibilities and become comfortable with their work (Burns, 2015).

Training design

Specificating learning objectives, organising training materials, implementing learning

concepts, and choosing efficient training techniques are all aspects of training design.

Learning facilities at training venue

Learning facilities are the resources made available to pupils so they may take advantage

of every chance to reach their full potential. Facilities for learning comprise the structures,

furnishings, and technology required to run teaching, learning, and evaluation activities

effectively and efficiently.

Training process

Assessment, motivation, design, delivery, and evaluation are the five connected steps or

activities that make up the process of training.

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Training outcome

What are the results of training? Training outcomes, according to a recent article in the

Journal of Training Research, are "statements of what a learner knows, understands, and is

able to do after completion of learning."

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 II. Literature Review

2.1 Over-review

According to Idris et al., (2021), the Khyber Pakhtunkhwa government's induction

training programme was created in light of Pakistan's National Professional Standards for

Elementary Teachers (NPSET). The research demonstrates that the induction programme was

not founded on national professional standards since its primary focus was on subject

instruction rather than teacher professional development. It was advised that induction should

make some adjustments to its methods since this programme has to put more of an emphasis

on professionalism than content instruction.

Iqbal et al., (2021) evaluated the efficacy of teacher preparation programmes offered

by Khyber Pakhtunkhwa's Regional Institutes of Teacher Education (RITEs). Findings

indicated that the educated instructors lacked knowledge on how to carry out research on

numerous teaching and learning-related topics in their contexts. In order to allow future

teachers to undertake research on many aspects of teaching and learning, it is advised that a

significant component of research projects be included to the curriculum of RITEs' teacher

training programme.

Adila (2021) suggested that teacher preparation has a significant impact in the

professional growth of recently hired primary school teachers. New entrants can overcome

obstacles with the help of excellent induction programmes. Additionally, it has been

determined that the ICT component need more focus in order for technology to progress. The

training's results met the demands of newly hired elementary school teachers and proved

excellent. There was no suitable follow-up mechanism discovered.

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 The National Education Commission observed that no educational system was better

to its instructors in 1959. Since this research emphasises the importance of teachers, it is

important to note that without participation from teachers at all career levels, none of the

reforms we suggest would be successful. The best personnel with sophisticated talents should

be chosen, and they should be developed. defending universal values thus far and granting

them the respect due them in the eyes of the public (Aslam, 2013).

Aslam, (2013), Education Sector Reforms (2001-06) focuses on raising training

standards via bettering the teaching staff, modifying the curricula, and implementing useful

evaluation mechanisms (Gov. of Pakistan, 2001). Popular teachers' training, however, is

thought to be insufficient for applications in high-quality education. Without instructors, the

teaching profession is not assembled. Different approaches promise advancement in service

training and give stimulation, but there are now no obvious outcomes. These approaches

cover a broad range of problems and worries. For instance, because they are finished without

a practical arrangement, teacher training programmes of a certain calibre do not align with

the educational system and do not relate to the organic teacher market.

According to Aspers and Corte's research on pedagogical ecology, the effectiveness

of the initial teacher engagement training may depend on a factorial structure that can be set

up in an integrated way that was created from the ORs and models utilised in that research.

The following elements affect the attainment of professional development: the level and

scope of learning opportunities throughout the programme (which are influenced by the

creative and theoretical components of the training), instructor traits and skills, feedback,

interpretation, and application of the training programmes by those who attend (depending on

Academic, inspiring, and volunteer skills of individual overall circumstances taught by

participants), and facilitator traits and abilities.

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 Braten et al., (2019) Any profession must have an induction process. The importance

of contribution to the work process, job motivation, job happiness, and capacity growth has

grown significantly. As a result, it puts pressure on governments to recognise their assets and

comprehend the relationship between inclusion and productivity at work. Therefore, it is

impossible to disregard the outcomes of a successful induction programme. Any training

program's overarching objective is to provide methodologies, modify behaviours, and build

abilities in a way that improves performance. The training organisation is responsible for the

efficacy of its initiatives. It is possible to monitor if training is successful through assessment.

Fernandez-Garca et al., (2019) Newly hired elementary school teachers receive

induction training to help them develop their abilities, broaden their knowledge, and learn the

teaching techniques they will need to secure regular positions. There are techniques and

procedures for enhancing the fundamental teaching philosophies. According to the idea of

training new recruits, new recruits will encounter these difficulties throughout their first few

years of enrollment, thus it is important to arm them with information and training (Linda

Darling-Hammonda, Flook, hanna, Barron, & Osher, 2020). How proficient and quick a

teacher is determines how long they stay in the field.

According to Garcia et al., (2019) an autonomous programme that prepares future

teachers and meets immediate needs. The process of inclusion aids newcomers in adjusting to

their surroundings. Even if new instructors are entering with a thorough understanding of the

subject matter, we still do not receive a decent education from them since they lack marine

skills and some do not even follow the prescribed teaching methods. Participation improves

teachers' comprehension of students, instructional methods, and courses. Teachers must have

a solid understanding of both school policies and procedures as well as systems and processes

in order to feel competent. He will continue to study throughout his career as a classroom

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teacher. After receiving training, instructors were better equipped to handle challenging

circumstances. There are several markers of these trainings, according to Darling-Hammond

et al., (2007)

Theoretical Framework of the Study

It was important to find and choose an acceptable theoretical framework to serve as

the study's or the framework's starting point in order to determine the quality of professional

development training. According to Grift et al., (2019), it is crucial for the researcher to

explain the study's fundamental principles since doing so aids in the consolidation of the

research findings. The self-made theory of Bandura was used by the researcher as a

framework for the investigation.

Bandura’s Self-Efficacy Theory

Self-efficacy, according to Bandura (1977), is the conviction that one can "successfully

perform the behaviour required to produce results" in the face of challenges. According to

Bandura (1977), a teacher's effectiveness levels could differ depending on the work at hand.

Self-efficacy has a significant role in the formation of young instructors. Research

demonstrates that the collaboration between teachers ends after teacher training, which is

associated with a decline in the degree of usefulness of instructors at the start of a preparation

course (Wilson, 2019).

The formation of strong beliefs is facilitated by the physical and emotional state. A new

teacher may experience excitement or anxiety, for instance, but depending on the

circumstances and the instructor, this enthusiasm may be seen as good or negative (Wim et

al., 2019). Who do you think you are? Having contradictory experiences, such as watching

seasoned teachers, may influence one's sense of self-efficacy as a teacher by showing them

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how to be successful and manage classroom teaching, right? As a result of often comparing

oneself to others, beginning instructors may mistakenly think that they possess the same skills

as more seasoned educators. When new instructors successfully complete a job they are

unsure about, it may inspire them to think they can complete the same work in the future

(Bandura, 1977).

Social Cognitive Learning Theory

The social cognitive learning hypothesis of Bandura from 1986 states that learning

happens through social model observation. Observational learning takes place through

modelling, which is the capacity to imitate the behaviour of others (Williams, Davids, &

Williams, 1999). Attention, retention, production, and motivation are the four pillars of

observational learning. Learners must focus on pertinent task elements for the first three

components, organise and retain modelled knowledge cognitively, and then convert that

information into behaviour. Due to the fact that observers will only pay attention to,

remember, or exhibit behaviours that are deemed essential (Bandura, 1986; Schunk & Usher,

2012), motivation is a crucial factor in observational learning. Three things that athletes learn

through observational learning are skill, strategy, and performance. The skill function aids in

the development and performance of motor skills, the strategy function aids in the

formulation and execution of strategies, and the performance function aids in the

enhancement of arousal and psychological performance states. Performance functions are

used far less frequently by athletes than skill and strategy functions. The performance

function, albeit less common among athletes, may be useful for musicians who have trouble

with psychological factors like MPA and self-efficacy.

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 III. Research Methodology
3.1 Nature & Design of the study

This study nature will be quantitative. The data will be collected through closed ended

questionnaire, so the research design will be descriptive.

3.2 Population of the study

The population of the study will be according to the report issued by District

Education office female Swabi, there are total 62 Schools working at Elementary Level and

about 440 teachers working in these middle schools. This will be considered as the

population of the study.

Total Number of Schools Total Number of Teachers No. of Teacher’s

Participated in Induction

Phase-II

62 440 192

3.3 Sample Size

This study will be limited to the induction programmed phase II teachers. According

to the report issued by Regional Professional Development Center Swabi there were 195

trainees in induction programmed phase II working at elementary level. According to RaoSoft

formula the sample size will be 130.

Total Number of Total Number of No. of Teacher’s Sample

Schools Teachers Participated in

Induction Phase-II

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 62 440 192 130

3.4 Data Instruments

The most of the studies in this objective will be conducted by taking adapted

questionnaire. Therefore, the most recommended method in this regard will be questionnaire

methodology. The study will adopt the adaptive questionnaire closed ended for the data

collection from the sample respondents as developed by Adila (2021).

3.5 Pilot Testing

3.5.1 Validity

The study is based on questionnaire technique and it is important when the adopted

questionnaire is customized and then used for the data collection. In this case, the study

should check for the pilot study. The present study will distribute 30 questionnaire among the

teachers and then the validity of the questionnaire will be tested.

3.5.2 Reliability

The data collected by questionnaire will be checked for reliability in SPSS. Cronbach

alpha will be used in the present study for the estimation of reliability. The researches showed

that the value of alpha should be more than .70 which will recommend to be a reliable

instrument of data collection.

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3.6 Data Collection Procedure

The study will adopted all the secondary methods in the data collection and also in the

analysis. Therefore, the study will be based on questionnaire technique for the data collection.

The questionnaire will be distributed among the sample respondents and then will be

collected back dully filled.

3.7 Data Analysis

The study will collect the observations from the respondents by questionnaire and

then the T-test will be used to explore their perceptions. The study will use SPSS for the data

analysis.

3.8 Ethical Consideration

The research ethics will be followed in the course of data collection. Those teachers

will be included in the data collection that will have no objection of getting information from

them. Prior permission will be taken before meeting them at workplace.

3.9 Plan of Work

S# Activity Time Frame

1 Data Collection 1st June to 30th June 2023

2 Data Analysis 1st July to 10 July 2023

3 Conclusion 11th July to 20th July 2023

4 Plagiarism and final touch 21st July to 30th July 2023

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