Asian Research Thesis Index

Abstract

Professional development of teachers has key role in raising their self-efficacy
and instructional quality. Teachersare trained before they adopt teaching as a
profession in degree or diploma courses with the name of pre-service teacher
training. They are constantly trained during their job with the name of in-service
teacher training. The objective of its conduction is to polish teachers? skills, enhance
performance and increase self-efficacy for obtaining luminous results in the
classrooms.
The study at hand was intended to unearth the impact of in-service teacher
training on secondary school teachers? self-efficacy about teaching skills in the
context of Balochistan. The study was quantitative in nature and the design adopted
for the research was causal comparative. The questionnaire used for the collection of
data was OSTES (Ohio State Teacher Efficacy Scale) which was initially developed by Tschannen-Moranand Hoy (2001). The questionnaire had twenty-four statements
divided into three sub factors of self-efficacy. Convenient sampling technique was
used and 107 respondents who were trainees at PITE (Provincial Institute for Teacher
Education) Balochistan were selected for the study purpose. They were given the
research questionnaire before they attended the training and after they attended the
training. The mean score was then compared to see whether the in-service teacher
training impacted the self-efficacy of targeted secondary school teachers of
Balochistan. The data was analyzed by SPSS using independent sample t-test,
dependent t-test and ANOVA.
The study revealed that in-service teacher training has statistically significant
impact on secondary school teachers? self-efficacy about teaching skills. Their gain
score on self-efficacy scale was significantly increased based on the evaluation of pre
training responses? differences from post training ones. However, gender,
professional qualification, length of teaching experience and teaching grade level did
not show any noteworthy difference on self-efficacy. The respondents had greatly
benefited of in-service teacher training and their beliefs were increased about
involving students in learning activities, using effective teaching methods and
managing classroom as per the learning needs. Findings of this research invite for
further researches regarding in-service teacher training through different dimensions
to investigate for further improvement in the education of Balochistan.

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