Introduction
This
piece of writing aims to report on the training need analysis (TNA) for the
teachers of a private school in Gilgit-Baltistan. The process of TNA was
completed within the stipulated time of two days where first of all, a brain
storming activity was conducted with the Principal of the school to identify
the themes on which data could be collected for analysis. Data collection tools
such as two questionnaires and a format for unstructured interviews as well as
document analysis were developed. The process of developing tools, data
collection, analysis, findings and recommendations are discussed in the
following sections of this report.
Rational of the Training Needs Analysis (TNA)
It
is helpful to explore the needs of the teachers to be addressed before
conducting any training so that the investment made on teachers’ professional
development through training would be on reality based. The purpose of this
minor study of TNA was to explore the actual needs of the teachers which could
be addressed in the forth coming training which would ultimately benefit the
students in terms of their learning.
Process of training needs analysis
This process of the TNA
was started with a brain storming activity to identify the thematic areas on
which data for needs analysis could be collected. After deliberation it was
decided that data will be collected on the following four major areas;
·
Level of understanding
of the content in the subject areas
·
Capacity on
pedagogy of teaching different subjects
·
Familiarity with
the national curriculum and Students’ Learning Outcomes (SLOs)
·
Classroom
assessment of students’ learning
Data collection tool
After
discussion with the Principal it was decided that two types of tools would be
developed and data would be cross validated through triangulation of
questionnaire, interviews and document analysis. Then in the next morning, data
collection process was started. For data collection, purposive sampling
technique was applied as their needed subject teachers and ECD teachers for
data collection.
Questionnaire
was given to sampled subject teachers who returned after filling according to
their needs and existing level on the mentioned themes. Simultaneously
unstructured interviews were also conducted from the subject and ECD teachers
and Principal. Then some documents such as examination papers and lesson plans
were reviewed and formats were filled.
Data analysis
Data through questionnaire was analyzed using
Likert’s scale of five categories. Data from interviews was transcribed and
thematic approach was used for analysis. Analysis of documents was also matched
with the themes made in the analysis of the data of interviews and
questionnaire.
Findings and discussion
The
analysis of the data from questionnaire filled by subject teachers revealed
that 62% responses fell on poor on familiarity the national curriculum by
subject teachers and 38% responses fell poor on familiarity with the SLOs.
While 24 % responses showed excellent on planning lessons and 54% responses
showed excellent on understanding of content in their subject areas while 20%
responses showed excellent on usage of target language. This means that subject
teachers need support on national curriculum (NC) and particularly on SLOs, so
that teachers would be to plan their lesson according to the needs of age level
of students.
The questionnaire filled by ECD teachers was
analyzed separately because of different thematic areas. The analysis revealed
that 100% responses fell on poor regarding familiarity with SLOs in a scale
from poor to outstanding. 70% responses fell on poor regarding familiarity with
national curriculum and 30% fell on fair on the same area. There was no
response found falling on excellent and outstanding on any of the areas. Therefore,
teachers need an orientation on national curriculum and particularly students’
learning outcomes so that they would be able to teach the ECD children what
they need to be taught.
Analysis
of the data collected through interviews showed that most of the teachers are
not familiar with the curriculum in general and national curriculum in
particular. Many of them considered the prescribed textbooks are the
curriculum. They responded that they have no idea of the students’ learning
outcomes given in national curriculum. There are some problems in pedagogical
side among the teachers in delivering their lesson in their subject areas.
It
was also revealed from the analysis of the data collected from the interview of
the principal that most of the teachers need an orientation and support on
national curriculum and particularly in SLOs. Analysis of lesson plans and
annual examination papers showed that most of the teachers set objectives which
are not possible to achievable in forty minutes period of time. The teachers
know SMART objectives but in the plans they were not SMART objective.
Recommendations
On
the basis of the above findings and discussion, the following recommendations
are made;
1.
An intensive
training on national curriculum and students’ learning outcomes need to be
conducted. This will lead teachers focus students’ learning outcomes rather
than focus book while teaching in classroom.
2.
There is also a need
of orientation on pedagogical side for the teachers as they have fair level of
understanding about teaching methodology.
3.
For some
teachers there is some problem with the content as there may be a training conducted
focusing required level of content so that they would be confidently teach in
classroom.
4.
Follow up needs
to be done after training so that it could be ensured the application of
learning during training in classroom.
5.
Refresher
workshops would be helpful for ongoing support for the teachers to improve
teaching and learning
6.
For ECD
teachers, training needs to be conducted on high scope teaching, daily routine
and phonetics.
Broadening Horizons