AN INVESTIGATION REGARDING CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) OF PUBLIC SCHOOL TEACHERS' TO ENHANCE QUALITY EDUCATION AT DISTRICT FAISALABAD

Abstract

This investigation aims to determine how Continuing Professional Development (CPD) programs affect teachers’ professional advancement in public primary schools operating within District Faisalabad. The researcher selected 31 public primary schools through simple random sampling from the total 179 schools. An attained sample proportion of one hundred and four teachers was chosen from a target population of one hundred and twenty-three teachers through an online tool designed to determine samples with 5% methodological error at 95% confidence level. SPSS was used to analyze the survey results collected through standardized questionnaire assessments. The study creates a distinct understanding of how classroom learning activities build up teaching methods. Such activities lead to enhanced quality teaching which produces better results in students’ attitude along with Student Learning Outcomes (SLO’s) and academic performance. New training modules under training/orientation combined with training/mentoring indicators provided effective sources which enhanced both teachers’ performance and students’ educational achievements. The researchers’ used Standard Deviation (SD) and average with percentage to evaluate data statistically. The findings were presented through both percentages and mean scores and standard deviations. Some essential factors influencing primary school teachers’ CPD emerged from the research study. The set of quantitative results gave recommendations for additional training requirements for quality teaching. The collected data shows primary teachers believe maintaining their professional development requires participating in ongoing professional activities that benefit their teaching and learning strategies.