In-service Training Programme and its Impact on Classroom Practices: Exploring Attitude of Teachers at Elementary Schools

Abstract

This study aimed to explore the attitude of elementary school teachers towards in-service training programmes organized for elementary schools with reference to their educational qualifications, teaching & length of professional teaching experiences, and gender. In addition, it aimed to study the performance of teachers who have received in-service training in terms of reflections of training inputs in classroom practices. Descriptive survey research design was adopted to conduct the study. Data were collected from 50 teachers from 20 elementary schools through an Attitude Scale and a Classroom Observation Schedule. Four number of null hypotheses were tested by employing test of significance between two means. The results revealed that attitudes of high-qualified and minimum-qualified elementary school teachers differ significantly. There was also significant difference in mean scores of attitudes towards in-service training programme between high-experienced (>10 years) and less-experienced (<10 years) teachers. Gender was not a determining factor in developing attitude among teachers towards in-service training. Besides, teachers who received in-service training had better performance in classroom transactions as compared to those who didn’t receive in-service training.