Impact of Professional Development Program for Primary Teachers of Tef – Network Schools

Syed Saghir Shah


This study highlights the importance of need-based, purposefully designed and contextually relevant continuous teacher education for primary teachers to ensure accessible quality education. It highlighted that professional development (PD) opportunities should also be offered to teachers of underprivileged areas because; these teachers are low-paid, unable to afford the cost of professional development education and lack of motivation in this regards. 

The Education Foundation is a Civil Society Organization, not-for-profit organization. It has been offering various courses for In-service teachers; TEF is networked with over100 schools located in under-privileged areas of Jamshed Town. Karachi. TEF is replacing traditional teacher-centered traditional teaching methods by promotion of activity-based /student-centered teaching-learning strategies in its network schools. It is being done successfully through awareness raising and professional skills development course for every subject exclusively. The targeted skills are: effective teaching strategies, development of low-cost or no-cost learning resources, innovative student-led activities and application of student-centered teaching-learning process followed by multiple assessment and evaluation techniques. In this study 70 teachers  from 18 schools who has participated  in different TEF-PD courses stated their views about five areas. These areas include the effectiveness of TEF-PD courses, TEF –PD’s faculty, TEF’s role in school development, TEF as a learning organization and TEF’s environment. This study  also reflects the teachers’ perceptions about change in their belief and teaching practices.


Professional Development Program; Primary Teacher; Tef – Network Schools

Full Text:



Aseltine, J., Faryniarz, J., & Rigazio-DiGilio, A. (2006).Supervision for learning. Aperformance-based approach to teacher development and school improvement. published by Association for Supervision and Curriculum Development (ASCD), Alexandria, VA

Best John W; Research in Education, Prentice Hall; England Cliff, New Jersey, 1977

Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33 (8), 3-15

Borko, H.; Putnam, R.T. (1995).Expanding a teacher's knowledge base: a cognitive psychological perspective on professional development. In: Guskey, T.R.;

Darling-Hammond, L. (1998). Investing in quality teaching: State-level strategies, 1999. Denver: Education Commission of the States.

Fullan, M. (2005). Leadership and sustainability: system thinkers in action. Thousand Oaks, CA: Corwin Press.

Fullan, M.G. (1990). Staff development, innovation and institutional development. In

Gay L.R Educational Research: Competencies for analysis & application, (7thed), 2003

Glatthorn, A. (1995). Teacher Development. In L. Anderson (Ed.), International encyclopaedia of teaching and teacher education (p. 41). London, Pergamon Press.

Guskey, T.R., & Sparks, D. (1996). Exploring the relationship between staff development and improvements in student learning. Journal of Staff Development, 17(4), 34-38.

Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco: Jossey-Bass.

Haycock, K. (1998). Good teaching matters. Washington, DC: Education Trust.

Hoban, G. (2002). Teacher learning for educational change. Professional Learning Series. Buckingham: Open University Press.

Hussain, S., (2012), Explore the teaching practices in TEF-network schools, The Education Foundation, Karachi

Huw Thoms Steps in Leader Ship David Fulton Pub. 1 Edition 2006

Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers‟ knowledge, practice, student outcomes & efficacy. Education Policy Analysis Archives, 13(10), 1-20.

Khine, M. S., & Fisher, D. (2004). Teacher interaction in psychosocial learning environments: Cultural differences and their implications in science instruction. Research in Science and Technological Education, 22, 99–111.

Landvogt, J. (2005). Sharpening up PD: Learning for teaching. Teacher, October, 6–9.

Lingard, B., Hayes, D., Mills, M., & Christie, P. (2003). Leading learning. Maidenhead, UK: Open University Press.

Ministry of Education (2009) National Standards for Accreditation of Teacher Education Programs, National Accreditation Council for Teacher Education, Govt. of Pakistan, Islamabad

New Webster’s Dictionary of English Language by Lexicon Publication Inc, 1985

Orgland, M. (1997). Initiating, managing and sustaining strategies change – learning from the best. London: MacMillan Press Ltd.

Poskitt, J., & Taylor, K. (2007). Evaluation of assess to learn professional development end of year report, Massey University, Palmerstone North, New Zealand:

Poskitt, J and Taylor, K. (2006), Assess to Learn professional development: impact on teacher learning, Massey University, Palmerstone North, New Zealand

Speck, M., &Knipe, C. (2001). Why can’t we get it right? Professional development in our schools. Thousand Oaks, California: Corwin Press, Inc.

Survey Report (n.d.), Survey for assessing Training need analysis-1999 , The Education Foundation, Karachi,

Van Dalen Deobod, Understanding Educational Research, McGraw Hill, 1966

Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality.

Zwart, R., Wubbels, T., Bergen, T., Bolhuis, S. (2007). Experienced teacher learning within the context of reciprocal peer coaching. Teachers and Teaching, 13(2),165-187.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.