Assessing the Effectiveness of Subject-Specific Induction Training Modules in Enhancing Content Delivery to (IBA) Qualified PSTs

Abstract

This study assesses the effectiveness of subject-specific induction training modules in enhancing content delivery to (IBA) qualified PSTs. Recognizing induction as a crucial process for developing foundational skills, pedagogical knowledge, and professional identity, the research examines how training modules affect job satisfaction and teaching effectiveness. Employing a mixed-methods approach, the study utilized questionnaires distributed to 100 PSTs across selected sub-districts, alongside semi-structured interviews with head teachers and master trainers. Purposive sampling determined the sample size, and a 3-point Likert scale questionnaire facilitated data collection, which was subsequently analyzed using SPSS. While acknowledging systemic challenges hindering the implementation of new strategies, the study highlights the positive impact of subject-specific induction training. Results indicate improvements in teacher effectiveness in content delivery and teaching practices, gesturing a potential turning point for educational reform in Sindh for future educators.

Keywords: Induction Training, Professional Development, Training Effectiveness, Program Evaluation