Exploring PDTs roles in transforming their schools into learning organizations

Date of Award


Document Type


Degree Name

Master of Education (M. Ed.)


Institute for Educational Development, Karachi


This study explored the roles of professional development teachers (PDTs) in transforming their schools into learning organizations (LOs) in Karachi, Pakistan. In particular, it explored two PDTs' roles in transforming their schools into LOs and their perceptions about their roles while they were working in an education office and were simultaneously involved with three other schools from the same system. Therefore, the study explored the other stakeholders' (head teachers' and learning area coordinators' [LACs']) perceptions about the roles and activities of PDTs in their respective schools. The data was generated through qualitative research methods, including: semistructured interviews, non-participant observations, pre-, and post-observation discussions, group-interviews, informal discussions and analysis of relevant documents. The findings reveal the multiple and changing roles of PDTs as program designers and reviewers, facilitators, resource providers, learning agents, teacher developers and organization developers in the system. Evidence gained from the findings illustrates the empowerment, collaboration, networking within and outside the schools and change adaptation as the most important areas, which lead the system to the journey of LO. The findings highlight harmonies of perceptions among stakeholders about professional development programs, importance of having good relationships, openness and collaboration culture in the system. PDTs perceived feedback gained from different stakeholders and teamwork as facilitating factors to their activities, while they perceived teachers' and LACs' turnover and teachers' beliefs as impeding factors. Whereas, on one hand, the heads and LACs perceived teachers' capacity building and professional development as one of the most effective areas, on which PDTs focus on. However, on the other hand, they perceived involvement of PDTs in other schools and their not receiving expected support from PDTs as a challenge in the schools.

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