Exploring the Perception of Secondary Schools’ Teachers Regarding Professional Development Trainings and Challenges Faced

Abstract

Aim of the Study: Teacher professional development (TPD) is an important factor that prepares teachers with the latest knowledge, teaching methods, and self-confidence to improve classroom activities and student learning achievements. This study examined: (a). the perceptions of teachers regarding professional development trainings and, (b). the challenges faced in attending and implementing these in Rawalpindi.

Methodology: A quantitative research design was employed, and data were collected through a semi-structured questionnaire with 20 closed ended items and 3 open ended questions from 45 teachers, including Elementary School Teachers (EST), Trained Graduate Teachers (TGT), Secondary School Teachers (SST) and Vice Principals (VP), of secondary schools in Rawalpindi, who had previously participated in departmental professional development training programmes. Data were analyzed using descriptive statistics in SPSS 25.

Findings: Teachers generally viewed professional development positively, seeing it as beneficial for improving instruction, motivation, and professional growth. They were eager to participate in training aligned with both their teaching needs and global education demands. However, some challenges were noted, including heavy workloads, difficulty covering syllabi on time, limited funding, poor technology, and long training hours.

Conclusion: The research highlighted the need to address key barriers to ensure successful professional development, including proper funding, ICT provision in schools, scheduling training during vacations, and reducing syllabus loads for exam classes to support activity-based learning. These insights can guide policymakers and administrators in designing more effective and sustainable programs that enhance teacher performance and institutional quality.