Evaluating the Effectiveness of the Induction Training Module for Junior Elementary School Teachers in Hyderabad Division

Abstract

Teacher induction training is the key building block in professionalizing the new teachers and equipping them with the key skills and knowledge with which they can tackle classroom challenges. The training itself is the backbone of the process, comprising the foundational activities for the development of their inborn talent and translating theory into practice. This study, therefore, was intended to evaluate the effectiveness of the induction training module for Junior Elementary School Teachers (JESTs) in Sindh, Pakistan. This research employed a quantitative research method with a quasi-experimental research design, and it was targeting the population of 2,993 trained JESTs. Purposive sampling was used to select a sample of 558 teachers from the Hyderabad Division. Data were collected using a questionnaire of a 15-item pre-test and post-test developed and validated in terms of content validity by the Directorate of Curriculum, Assessment & Research, Jamshoro, but its reliability was not explicitly documented. The method of data collection used was scrutiny of these pre- and post-test results. For statistical inference, statistical methods like Chi-Square and ANOVA were employed, which reflected a significant improvement in all the training modules with maximum growth (44.2%) registered under the subject 'Teachers' Roles and Responsibilities,' thus demonstrating the effectiveness and merit worthiness of the module in general.