Contextual factors influencing the effectiveness of professional development for teachers in rural Pakistan

ABSTRACT

This research examines the perceptions of key stakeholders in rural Pakistan to understand the contextual factors influencing the effectiveness of Continuing Professional Development (CPD) programmes for teachers. To do so, the research uses a qualitative case study approach and draws on the experiences of the key stakeholders including providers of CPD, officials of education department, school principals and teachers. Focus group interviews are used to generate data. The research outcomes highlight several significant contextual factors which influence the possibility and quality of CPD. These factors include limited recognition of CPD, reduced motivation of teachers towards CPD and approaches to gender influencing female participation in CPD activities. Since CPD providers intervene without considering these contextual factors, the existing CPD programmes on offer for teachers in rural Pakistan have been less successful in positively impacting the practices of teachers.

KEYWORDS:

• Context in professional development
• continuing professional development
• rural Pakistan

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. In Pakistan, no clear definition exists regarding what constitutes a rural area. However, the areas located far away from cities where people have limited employment opportunities, limited access to basic life facilities and who mainly depend on agriculture or cattle breeding are generally referred to as rural areas. The district of Chitral, the setting of this research, is also characterised by these features and thus defined as a rural area.

2. Ismailis belong to the Shia branch of Islam. The Shia form one of the two major interpretations of Islam, the Sunni being the other.

3. Complete covering of whole body except the hands and eyes. In extreme cases, hands and eyes are also covered.

4. Mahram is a kin with whom marriage would be considered haram (illegal) in Islam.

5. A religious and social practice of female seclusion prevalent among some Muslim communities.

Additional information

Funding

This work was supported by the Flinders University [Research Training Grant by Australian Government].

Notes on contributors

Ali Nawab

Ali Nawab is serving as an Assistant Professor in Education at Sukkur IBA University, Pakistan. He has experience of working on and researching school improvement and continuing professional development of teachers in rural Pakistan.

Kerry Bissaker

Kerry Bissaker is an Associate Professor in Education at Flinders University, Australia. She researches in the areas of teachers’ professional learning, inclusive education and innovative learning environments.