PERFORMANCE OF DISTRICT TEACHER EDUCATORS AND IMPLEMENTATION GAPS IN CONTINUOUS PROFESSIONAL DEVELOPMENT OF PRIMARY SCHOOL TEACHERS: EVIDENCE FROM PAKISTAN

Abstract

Continuous professional development (CPD) is widely recognized as a key mechanism for improving teachers’ professional competence and classroom practices. However, the effectiveness of CPD programs largely depends on the role of instructional support providers who translate policy frameworks into school-level practices. This study evaluates the performance of District Teacher Educators (DTEs) in implementing CPD practices among primary school teachers in Pakistan. Using a quantitative survey design, data were collected from primary school teachers, DTEs, and cluster heads through a structured instrument based on nine CPD performance indicators, including lesson planning, assessment practices, classroom management, student interaction, and activity-based teaching. The findings reveal that DTE performance was above average but remained below the expected level of implementation. Significant gaps were identified between DTE self-reported practices and teachers’ perceptions regarding the execution of CPD activities. The results indicate a disconnect between the intended CPD framework and its practical implementation at the school level. The study highlights the need for strengthening mentoring systems, improving monitoring mechanisms, and enhancing district-level professional support structures to ensure effective teacher development. The findings contribute to understanding the challenges of translating teacher professional development policies into sustainable classroom practices in developing education systems.