Effectiveness of Induction Programmes for Teacher Training: From Trainee Teachers’ Perspectives

Abstract

This study determined the effectiveness of induction programmes for teachers training in selected districts of Malakand division regarding content knowledge, organization of instruction, ethical consideration, classroom management and pedagogical training. The researchers collected data from 231 trainee teachers through a valid and reliable self-made questionnaire consisted of 36 Likert type items. The data were collected from the respondents before and after attending the training. Significant differences were found in the perceptions of trainee teachers before and after attending the induction training programmes regarding content knowledge, organization of instruction, ethical consideration, classroom management and pedagogical training. The study also found significant differences in the perceptions of trainee teachers regarding the overall effectiveness of induction training programmes. The study recommended that these training programmes may be conducted on regular basis through well qualified and well trained teachers who can effectively conduct these trainings. Moreover, introduction of incentives for trainee teachers may also be worthwhile strategies for enhancing the effectiveness of these training programmes.