Assessing the Training Needs of Elementary School Teachers for Competency-Based Writing Instruction

Abstract

Training needs assessment identifies the difference between the current competency level and standards that are required. This quantitative survey-based study explored the training needs of elementary school teachers in relation to their competencies for teaching writing skills in Tehsil Hassanabdal, Attock, Punjab. The research concentrated on the skills necessary for raising student cohesion and coherence in English writing. The research design was a descriptive cross-sectional survey. The target population was 1222 elementary school teachers of Tehsil Hassanabdal, Attock, Punjab. A simple random sample of 270 teachers was taken. A five-point Likert scale composed of 15 questions was designed and the content validity was confirmed by subject matter experts. Reliability was measured through Cronbach's alpha. The data collection was done directly by the researcher and the data were analyzed by percentages and mean scores. The findings revealed that most teachers have their competencies already established to some extent in the areas of checking punctuation, assessing syntax, evaluating grammar, and checking basic sentences. Nevertheless, a very large majority expressed a strong desire for training in creating effective learning environments during writing sessions, designing activities to support learning outcomes, motivating good writing, and checking students' writing concepts. The research results indicate that elementary school teachers indeed have basic writing assessment competencies; however, they face huge training needs in teaching methodologies, management of the learning environment, and development of the writing mindset of students. Recommendations include that teachers provide more writing opportunities and feedback, and that further studies revise teacher training curricula at the national level.