PROFESSIONAL DEVELOPMENT NEEDS OF NEWLY RECRUITED SECONDARY SCHOOL TEACHERS IN KHYBER PAKHTUNKHWA, PAKISTAN

Abstract

In Khyber Pakhtunkhwa, Pakistan new teachers at secondary level are inducted without pre-service training. This study investigated the professional development needs among newly recruited secondary school teachers in Khyber Pakhtunkhwa (KP), Pakistan. Objectives of the study were to; find out the professional development needs of newly recruited teachers and recommend strategies for the professional development of teachers. Study’s design was quantitative. Its population was 678 newly appointed teachers in district Swat of KP. A sample of 246 was selected using simple random sampling. A questionnaire was developed, validated and piloted for collecting data. Data were gathered through self-administration of questionnaires and analyzed by using mean scores, standard deviation and chi-square test. The study found professional development needs of new teachers for understanding learners, managing classrooms, planning lessons, interactive pedagogies, using learning resources and managing misbehaviors. Further, differentiated instructions, observing inclusivity, effective feedback practices, assessment strategies, socio-emotional learning, managing stress and mentoring of senior teachers. The study recommended to develop and implement a professional development training program focused on the professional development needs of newly appointed teachers and collaboration of senior teachers to overcome the professional development challenges of new teachers.

Key words: Professional development, Needs, Newly recruited, Secondary school teachers,

         Khyber Pakhtunkhwa, Pakistan