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

Abstract

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.