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Teacher Development
An international journal of teachers' professional development
Volume 22, 2018 - Issue 1
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Pages 78-104 | Received 03 Dec 2014, Accepted 27 Jul 2016, Published online: 08 May 2017
Original Articles

Raising teachers’ voices: an in-depth qualitative inquiry into teachers’ working conditions and professional development needs in Khyber Pakhtunkhwa, a province of Pakistan

 

Abstract

This study documented in detail teachers’ voices about their working conditions, professional development needs and opportunities to cater to these needs. The study reported in this paper was conducted as part of a large-scale study that used mixed methods to assess teachers’ professional development needs. The qualitative data reported in this paper were collected using focus group discussion with teachers (N = 481), classroom observation (N = 66), post-observation interviews with teachers (N = 24) and analysis of qualitative responses from survey questionnaires (N = 200). By bringing together a collection of teachers’ voices, the findings of the study illuminate a hope for positive change in teaching and learning in public schools in Khyber Pakhtunkhwa, provided that teachers are genuinely considered as part of the solution and are facilitated with necessary physical and structural resources and psychological incentives. The education system needs to create conditions in schools that support teachers’ work and their continued professional growth.

Notes

1. Physical, psychosocial classroom environment; Instructional practices (e.g. teaching and learning methods and activities); Planning, time management and organization; Teacher–student relationship; Student behaviour.

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