Report on a Training Needs Analysis

 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
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