Investigating Factors Affecting Teacher Training in Classroom Management at Primary Schools in Tehsil Bhawana, Chiniot (Pakistan)

Authors

  • Muhammad Rafay Muzamil University of  Agriculture, Faisalabad. Author
  • Tasawar Ali University of Agriculture, Faisalabad. Author
  • Muhammad Iftikhar University of  Agriculture, Faisalabad. Author
  • Ijaz Ashraf University of  Agriculture, Faisalabad. Author
  • Khazra Noor University of Agriculture,  Faisalabad. Author
  • Aqeela Saghir University of  Agriculture, Faisalabad. Author
  • Ehsan Ullah University of Agriculture, Faisalabad. Author

DOI:

https://doi.org/10.62345/jads.2024.13.1.54

Keywords:

Teachers Training, Inclusive Education, Classroom Management

Abstract

Teacher training systematically develops attitudes and abilities needed to do the teaching job effectively. Training is extremely beneficial for newbie instructors in understanding the aims and expectations of institutions. The goal of this research is to investigate the role of teacher training in classroom management. The public primary schools of Tehsil Bhawana, district Chiniot, were taken as a study area. All the teachers at public primary schools of Tehsil Bhawana district Chiniot were considered as the population of the study. According to the School Information System (SIS), there are 266 teachers in public primary schools of Tehsil Bhawana. The sample size of 113 teachers was determined by using www.surveysystem.com with a 95% confidence level and a 7% confidence interval. A convenient sampling technique was used to select respondents and collect data. They considered the study objectives, and a well-structured, validated, reliable, and pre-tested questionnaire was used to collect data. Major findings are as follows: Teacher training is helpful in motivating students towards learning with a mean value of 4.50, which lies between agree and strongly agree but slightly inclined towards agree. Political interference reduces the efficiency of teacher training programs with a mean value of 4.48, which lies between agree and strongly agree but somewhat towards agree. Teacher training improves professional development.

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Author Biographies

  • Muhammad Rafay Muzamil, University of  Agriculture, Faisalabad.

    Assistant Professor, Institute of Agricultural Extension, Education & Rural Development, University of 
    Agriculture, Faisalabad, Pakistan.

  • Tasawar Ali, University of Agriculture, Faisalabad.

    MPhil Education, Institute of Agricultural Extension, Education & Rural Development, University of Agriculture, Faisalabad, Pakistan.

  • Muhammad Iftikhar, University of  Agriculture, Faisalabad.

    Associate Professor, Institute of Agricultural Extension, Education & Rural Development, University of 
    Agriculture, Faisalabad, Pakistan.

  • Ijaz Ashraf, University of  Agriculture, Faisalabad.

    Associate Professor, Institute of Agricultural Extension, Education & Rural Development, University of 
    Agriculture, Faisalabad, Pakistan. Corresponding Author Email: gilluaf707@uaf.edu.pk. 

  • Khazra Noor, University of Agriculture,  Faisalabad.

    Lecturer, Institute of Agricultural Extension, Education & Rural Development, University of Agriculture, 
    Faisalabad, Pakistan. 

  • Aqeela Saghir, University of  Agriculture, Faisalabad.

    Assistant Professor, Institute of Agricultural Extension, Education & Rural Development, University of 
    Agriculture, Faisalabad, Pakistan. 

  • Ehsan Ullah, University of Agriculture, Faisalabad.

    MPhil Education, Institute of Agricultural Extension, Education & Rural Development, University of
    Agriculture, Faisalabad, Pakistan.

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Published

2024-02-28

How to Cite

Investigating Factors Affecting Teacher Training in Classroom Management at Primary Schools in Tehsil Bhawana, Chiniot (Pakistan). (2024). Journal of Asian Development Studies, 13(1), 654-665. https://doi.org/10.62345/jads.2024.13.1.54

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