Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Education (MEd)

First Advisor

Dr Moladad Shafa

Department

Institute for Educational Development, Karachi

Abstract

Continuing Professional Development (CPD) plays a vital role in developing teachers' skills, knowledge, and effectiveness for the enhancement of the quality of education provided in schools. This study aims to highlight both the challenges and opportunities that surround the CPD of private schoolteachers working in Gilgit-Baltistan, Pakistan. This study focuses on the needs of teachers in remote locations and outlines why CPD opportunities tailored to their specific needs are imperative to enhance educational outcomes. The research seeks to answer what barriers teachers face in accessing effective CPD and how CPD programs can be made more relevant to their unique context. In pursuit of these questions, the evidence from the present study highlights how CPD contributes to the enhancement of teacher competencies and supports improvement within the classroom.  
It has adopted a qualitative exploratory approach utilizing document analysis and semi-structured interviews with private school teachers in two schools from the selected region. The feedback from teachers regarding CPD sessions and interviews conducted during this study are the core sources of data. Thematic analysis was used in developing patterns and trends that gave insight into experiences and challenges faced by educators within Gilgit-Baltistan. 
The findings reveal several barriers to effective CPD, including logistical issues such as travel and time constraints, lack of funding, and the irrelevance of CPD content to the teachers’ specific challenges. Despite the availability of CPD programs, some teachers felt that the training was irrelevant to practical teaching experiences. Moreover, limited teacher input in designing the CPD activities made the effectiveness of such initiatives low, leaving educators disengaged in the process. 
The study hence highlights the need for locally contextualized CPD initiatives that are teacher-led, catering to the socio-cultural setup of remote areas like Gilgit-Baltistan. It is only when the schools engage teachers at the levels of planning and delivering CPD that professional development will be more relevant and effective. These findings have significant implications for policymakers, educators, and school administrators, arguing for a more inclusive and contextual approach toward CPD that can help bring improvement in learning outcomes in remote areas.

First Page

1

Last Page

91

Download

Share

COinS