Teachers’ Perceptions towards Impact of Continuous Professional Development Program on Quality Education in Division Gujranwala

Salman Tahir, Nazia Malik, Haq Nawaz, Norina Jabeen


School improvement in changeable degrees and phases requires change. In order for schools to become successful, they must do effort toward Continuous Professional Development (CPD) which makes powerful teachers to lead this change. The only way schools will improve is through the collaboration that takes place in education communities. One of the purposes of this study was to explore the connections between schools functioning as CPD and increases in student achievement. Continued professional development is recommended for Primary school teachers and Primary schools in the areas that teachers responded to least favorably. Further research should be conducted to examine the relationships among teachers’ perceptions based on gender, and age. More professional development is recommended to improve teacher relationships as they relate to increase awareness and improve skills in cultural proficiency and sensitivity. It is the hope that by improving upon the professional development activities and experiences for all primary school teachers, teachers’ perceptions about the degree to which their schools function as CPD will be determined by improved practices in teaching and learning.

DOI: 10.5901/ajis.2014.v3n4p395

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This work is licensed under Creative Commons Attribution 3.0 License.

Academic Journal of Interdisciplinary Studies ISSN 2281 3993(Print) ISSN 2281-4612(Online)

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