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In-service teacher training in Pakistan’s elite private primary schools – lessons for Pakistan’s public schools

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In-service teacher training in Pakistan’s elite private primary schools – lessons for Pakistan’s public schools

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Content In-Service Teacher Training in Pakistan’s Elite Private Primary Schools –
Lessons for Pakistan’s Public Schools
Ramla Javed
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
August 2024

© Copyright by Ramla Javed 2024
All Rights Reserved

The Committee for Ramla Javed certifies the approval of this Dissertation
Dr. Lawrence Picus
Dr. Ekaterina Moore
Dr. Cathy Krop, Committee Chair
Rossier School of Education
University of Southern California 2024

iv
Abstract
Pakistan is a developing country with a challenging education system. Despite various policy
reforms since the Country’s independence, little progress has been made to improve the
population’s high illiteracy rate. Insufficient financial allocations and lack of financial
management continue to lead to an education system suffering from poor infrastructure, low
teacher quality, high drop out rates, and overall poor student learning outcomes. Teacher
recruitment is inconsistent, especially for primary school, with teachers who have only
completed 10th grade. Elite private schools in Pakistan have developed their own in-service
training programs offered to teachers on an ongoing basis. This exploratory qualitative study was
designed to understand the teachers’ perceptions of effective in-service training programs. The
study findings indicated that in-service training supported teachers in building confidence to
implement effective instructional practices as they learned how to engage with students, use
activity-based lessons instead of textbook-based lessons, and treat students with respect and
dignity. The study also revealed that institutional support such as school leadership engagement,
professional and approachable trainers, and continuous learning were among the key factors
contributing to an effective in-service training program. The findings were used to offer
recommendations for practice to the Government of Pakistan as well as other education
stakeholders to implement in-service training strategies for Pakistan’s public schools to improve
teacher quality and overall student learning outcomes.
Keywords: In-Service Teacher Training, Teacher Professional Development, PublicPrivate School Partnership, Instructional Practices, Student Engagement, Activity-Based
Learning

v
Dedication
To my mother, I can achieve my dreams because of your sacrifices. You worked hard to provide
us with a better future; I am forever grateful for that. Thank you for your generosity, kindness,
and unconditional love. This achievement is in honor of you.
To my siblings, Adeel and Ayesha, thank you for being my cheerleaders and constantly
reminding me that nothing is impossible. As we grow and our paths diverge and converge, my
gratitude for having you in my life only deepens. You are here, as always, to support me, to
celebrate with me, and to face whatever comes our way together.
To my three favorite little humans, my nephew Adil and my nieces Amal and Amna. With your
giggles, dreams, and boundless curiosity, each of you brings light into my life. From your first
steps to your latest adventures, watching you grow and explore the world is a privilege and a joy
unmatched. May your paths be filled with endless discoveries, your days with happiness, and
your lives with the kind of love you have given me. With all the hugs and kisses I can send, I
dedicate this to you—my dear nieces and nephew. Here is to the stories we are yet to tell, the
games we are yet to play, and the memories we are yet to create. May we always cherish the joy
of being together, always.

vi
Acknowledgments
I want to extend my deepest gratitude to Dr. Cathy Krop, my dissertation Chair. This
study would not be possible without her unconditional support, thoughtful feedback, and
wisdom. She has been extremely kind and generous with her time and has always provided a safe
space to share ideas and seek feedback. I would also like to thank my dissertation committee, Dr.
Lawrence Picus and Dr. Ekaterina Moore, for their support and guidance in completing this
study.
My Uncle Azam and Aunti Lala, thank you for your support. I am forever grateful for
your support and kindness. To my cousin Zobia Umer, thank you so much for your support. This
study would not be possible without the help of these three special humans.
I would like to thank my friends, especially Breeze, Jan, Martin, Daron, Pat, and
Candace. Thank you for your constant encouragement. Your random check-ins and reminders of
the finish line were motivating and greatly appreciated. Thank you for your kindness, support,
and friendship. Here is to a lifetime of laughs, talks, and shared milestones.
To my late friend Boni Nam, I am so thankful for our friendship. Thank you for your
guidance and wisdom while I was in South Korea and long after I left. I miss you, your sense of
humor, and your genuine care for humans. May you rest in peace!
I would also like to acknowledge my wonderful Cohort 11. I feel blessed to be part of this
group and will forever cherish the many critical conversations, humorous discussions, and our
world adventures together. I cannot wait to connect with you all in the future and share our many
more achievements.

vii
Lastly, a heartfelt thank you to Dr. Mark Robison, Dr. Sabrina Chong, Alondra Morales,
and the Global Executive faculty and staff for your support, guidance, and encouragement in this
program.
To my family, you are my inspiration, motivation, and reason to keep going. Thank you
for letting me be me and encouraging me to chase my dreams while always extending a helping
hand. I am where I am in life because of you.

viii
Table of Contents
Abstract.......................................................................................................................................... iv
Dedication....................................................................................................................................... v
Acknowledgments.......................................................................................................................... vi
List of Tables ................................................................................................................................. xi
List of Figures............................................................................................................................... xii
Chapter One: Introduction .............................................................................................................. 1
Statement of the Problem............................................................................................................ 2
Purpose of the Study ................................................................................................................... 4
Significance of the Study ............................................................................................................ 4
Definition of Terms..................................................................................................................... 6
Conclusion .................................................................................................................................. 6
Chapter Two: Literature Review .................................................................................................... 8
Overview of Pakistan's Education System.................................................................................. 8
Overview of Teacher Training Programs in Pakistan............................................................... 35
In-Service Teacher Training at Elite Private Schools in Pakistan ............................................ 46
Conclusion ................................................................................................................................ 55
Chapter Three: Methods ............................................................................................................... 56
Organization Overview............................................................................................................. 57

ix
Population and Sample ............................................................................................................. 60
Data Collection and Instrumentation ........................................................................................ 62
Data Analysis............................................................................................................................ 64
Credibility and Trustworthiness................................................................................................ 65
Ethics......................................................................................................................................... 66
Role of Researcher.................................................................................................................... 68
Chapter Four: Findings................................................................................................................. 70
Introduction............................................................................................................................... 70
Overview of Participants........................................................................................................... 71
Findings for Research Question 1: How Do Pakistan's Elite Private Primary School Teachers
Perceive In-Service Teacher Training as a Means to Build Confidence to Implement
Instructional Practices and Achieve Classroom Goals Effectively?.................................... 72
Findings for Research Question 2: What Types of Institutional Resources and Support Do
Elite Private Primary School Teachers in Pakistan Perceive Influence the Effectiveness of
Their In-Service Teacher Training Program? ...................................................................... 87
Conclusion ................................................................................................................................ 95
Chapter Five: Discussion and Recommendations for Practice ..................................................... 97
Discussion of Findings.............................................................................................................. 98
Recommendations for Practice ............................................................................................... 105

x
Limitations and Delimitations................................................................................................. 122
Areas for Future Research ...................................................................................................... 123
Conclusion .............................................................................................................................. 124
References................................................................................................................................... 127
Appendix A: Informed Consent/Information Sheet.................................................................... 135
Consent for Participation in Research Study ........................................................................ 135
Appendix B: Interview Protocol ................................................................................................. 136

xi
List of Tables
Table 1: EFA Development Index 23
Table 2: Adult & Youth Literacy Rates 23
Table 3: Overview of Participants 72
Table 4: Influence of In-Service Training 74
Table 5: Recommendations for Practice 105
Table 6: Seven Standards of Professional Learning 121

xii
List of Figures
Figure 1: Total Educational Institutions Since Independence (1947-2021) 11
Figure 2: Total Institutions in Pakistan's Education System (School Year 2020-21) 15
Figure 3: Total Institutions by Sector (School Year 2020-21) 16
Figure 4: Distribution of Institutions, Enrollment, & Teachers (%) – (School Year 2020-21) 17
Figure 5: Enrollment % by Level & Sector (School Year 2020-21) 18
Figure 6: Five-Year Enrollment Comparison (2016-2021) 20
Figure 7: Retention Rate by Gender - All Provinces & Regions of Pakistan 2020-21 21
Figure 8: Percent of GDP - Five-Year Comparison (2016–2021) 25
Figure 9: Student-to-Teacher Ratio by Sector and Level (School Year 2020-21) 26
Figure 10: School Infrastructure (School Year 2020-21) 30
Figure 11: Classroom Availability (School Year 2020-21) 31
Figure 12: Building Conditions by Level - Public Sector (School Year 2020-21) 31
Figure 13: Teacher Population by Level and Sector (2016-2021) 36
Figure 14: Pre-Service Training Level of Teachers (School Year 2020-21) 43
Figure 15: MIPD Teacher's Standards 52
Figure 16: SBPD Overview 58
Figure 17: Percent of Total GDP Allocated to Education 118

1
Chapter One: Introduction
Education is considered a fundamental human right and has been a critical area of focus
for governments across the globe. This right to education was first acknowledged in 1948 in the
Universal Declaration of Human Rights (Ammarah, 2015). The right to education was reaffirmed
in 1990 when the Education for All (EFA) global movement was launched at the World
Conference in Jomtien, Thailand (UNESCO, 2015). The key deliverable of EFA was to ensure
access to quality education for all. However, due to insufficient progress, the international
community adopted the Dakar Framework at the World Education Forum in April 2000 to
achieve and sustain EFA goals (UNESCO, 2000). Pakistan was among the 164 countries that
committed to achieving EFA goals through the Dakar Framework. Despite Pakistan’s
commitment to EFA goals, the country is ranked second with the highest number of out-ofschool children (Hunter, 2020). Pakistan has yet to deliver its commitment to the EFA goals and
provide access to free quality education for all.
Pakistan’s education system has been perceived to be the fourth most corrupt sector in the
country (UNESCO, 2015). Several factors, including inequities in the educational system,
inadequate institutional infrastructure, political interests, poverty, teacher education and training,
contribute to Pakistan’s broken education system. Teacher qualification requirements are
inconsistent across the country despite the government setting universal guidelines in the 2009
and 2017-2025 National Education Policies. Most teachers enter private and public schools
without engaging in a pre-service teacher training program. This means that the in-service
training is critical and often the only training teachers receive. Due to a lack of effective inservice teacher training programs, especially in public schools, teacher quality impacts students’

2
learning outcomes. Pakistan’s elite private schools have developed their own in-service teacher
training programs to ensure the quality of education meets global standards; however, one-year
enrollment in these schools costs USD 10,000, resulting in access to quality education only for
children from the elite class.
This study aimed to understand elite private primary school teachers’ perceptions of how
the in-service training helped them build confidence to implement effective instructional
practices and the critical institutional support factors contributing to an effective in-service
training program. As Pakistan’s education system implements strategies to improve teacher
quality in public schools, it will be beneficial and cost-effective for the country to learn from and
adopt existing in-service training models from elite private schools while ensuring that the
program implementation and outcome expectations are aligned with the needs of the teachers.
Statement of the Problem
According to the 2021 Pakistan Education Statistics Report, the country has 217 teachertraining institutions, of which 158 are public and 59 are private. Pakistan has over two million
teachers in the nation's education system. While data are not readily available for the private
sector, 24 percent of the public school teacher population has earned only a teaching certificate
or received other forms of training, approximately 41 percent has earned a bachelor’s degree, and
29 percent has further earned a Master’s; the education system has 35,716 untrained teachers
(Government of Pakistan, 2021). Most public primary school teachers have completed matric,
equivalent to passing 10th grade in the American education system.
While some research on Pakistan teacher education has been conducted, the quality of
such studies remains challenging (Chang, 2014). Teacher training programs are primarily

3
available for teachers in high school, higher secondary, and above settings (Chang, 2014). There
is a lack of scholarly literature on Pakistani primary school teachers’ perceptions of the factors
contributing to an effective in-service teacher training program. Further, lack of peer and school
leadership support, inadequate resources, poor social environment, and lack of personal and
professional growth are among the many factors negatively impacting Pakistani teachers’
motivation (Anjum, 2021).
Pakistan’s elite private schools have developed their own in-service teacher training and
development programs to address the fact that many teachers come to them without pre-service
or other teacher training. Considering matric is the highest level of educational attainment for
most primary school teachers in Pakistan, they are considered the least educated in the country’s
teacher population (Razzaque, 2013). Regardless of their educational background, teachers in
elite private schools go through rigorous in-service teacher training programs that are not just
technical knowledge focused but also provide training in social contexts. These elite private
schools have post-training assessments and ongoing support mechanisms to ensure in-service
teacher training programs remain practical and relevant. According to Majeed (2010), private
school children outperformed their public counterparts, even in rural areas of Pakistan.
Quality and effectiveness of in-service teacher training remain challenging in Pakistan’s
education system. In the 2017-2025 National Education Policy reform, the opportunity for
professional development for all teachers was mandated, along with career progression linked to
professional development (Government of Pakistan, 2017). Still, little progress has been made in
implementing this mandate. Although foreign-funded reforms have, in some cases, implemented
private school teacher training programs for the professional development of public school

4
teachers (Chang, 2014), the quality and effectiveness of such programs remain unknown due to
the lack of research related to their program implementation or evaluation policies.
Purpose of the Study
This qualitative study aimed to focus on understanding Pakistan’s elite private primary
school teachers’ perception of in-service training, supporting their confidence in implementing
effective instructional practices, and the factors that influence the effectiveness of in-service
teacher training. This was an exploratory study to understand how in-service teacher
development programs fostered teacher self-efficacy and supported teachers in incorporating
effective instructional practices in their classrooms.
The research questions guiding the study were:
1. How do Pakistan's elite private primary school teachers perceive in-service teacher
training as a means to build confidence to implement instructional practices and achieve
classroom goals effectively?
2. What types of institutional resources and support do elite private primary school teachers
in Pakistan perceive influence the effectiveness of their in-service Teacher training
program?
Significance of the Study
This study was critical as it sought to understand in-service teacher training in Pakistan,
where teachers often lack formal pre-service teacher education or even other more informal
teacher training. While in-service teaching training is relatively rare in the public school system,
it exists in the elite private sector system and could offer lessons and insights for the public
school system and within the context of the 2017-2025 National Education Policy reform, where

5
the opportunity for professional development for all teachers was mandated. Elite private school
teachers’ perceptions of in-service teacher training programs are essential to gain as they
participate in such programs and use the learned skills in real-world classrooms.
As stated by Chang (2014), the few scholarly studies on Pakistan’s in-service teacher
training programs have primarily focused on studying public school participants while in the
program; however, once the programs ended, the teachers returned to their traditional teaching
approaches as they returned to real-life public school environments. This study outlined the
critical factors that contribute to the successful development and execution of in-service teacher
training programs for primary teachers at elite private schools in Pakistan and promote the postparticipation adoption of newly learned behaviors during the in-service teacher training
programs.
The study aimed to provide insights into Pakistan’s education policymakers and
stakeholders regarding the critical need to develop quality in-service teacher training programs
that align with the needs of the current education landscape as well as develop robust
implementation and evaluation strategies to ensure the programs are effective in transferring the
newly learned behavior and practices to the real-world classrooms. Without this, the education
system will continue to be challenged with unqualified and often unprepared teachers
contributing to poor student learning outcomes.
School administrators also play a crucial role in ensuring teachers have the environment
and resources to successfully implement the strategies learned from in-service teacher training
programs. The study identified the resources the school administrators need to provide for
teachers to ensure that in-service teacher training programs are effective. On-going support will

6
help school administrators strategize and implement new processes to support the quality and
effectiveness of in-service teacher training programs.
Definition of Terms
Elite Private Schools – Education institutions that offer a well-rounded curriculum, often
following international standards. These institutions offer high-quality education, extra-curricular
activities, advanced facilities, and engaged faculty and staff.
In-Service Teacher Training – Professional training and development resources provided
to teachers while they are employed to support them in acquiring and deepening their skills and
knowledge, which positively influences teacher competence (Nzarirwehi & Atuhumuze, 2019).
Institutional Resources - All materials and non-material factors critical to attaining goals
in any educational institution (Usman, 2016).
Instructional Practices – Consistently used characteristics and behaviors of teachers to
lead their classes. Instructional practices are actions of teachers to develop lessons for their
classrooms (Saleh & Jing, 2020).
Conclusion
This study aimed to understand teachers’ perceptions of critical factors contributing to an
effective in-service teacher training program at Pakistan’s elite private primary schools. This
chapter disclosed the larger context and problem that inspired this study, as well as the purpose
and significance of the study. Chapter Two discusses relevant literature on the history and
background of Pakistan’s education system and the factors contributing to its insufficient
progress, including teacher training and education. Chapter Three provides details about the
organizations studied, the sampling and recruitment strategies, data collection and analysis

7
methods, and ethical components of this research study. Chapter Four presents the study's
findings, and Chapter Five discusses the findings within relevant literature and recommendations
for Pakistan’s public schools as they relate to implementing effective in-service teacher training
strategies.

8
Chapter Two: Literature Review
Education is a critical component of a country's economic stability and growth. Poverty,
human capital, labor productivity, economic growth, and socioeconomic status are a few of the
many indicators tied to a country's education system (Ali et al., 2021). This exploratory study
aimed to understand Pakistan’s elite private primary school teachers’ perceptions of critical
factors contributing to an effective in-service teacher training program in an effort to develop
effective training programs that support the professional development of Pakistan’s publicschool teachers.
This chapter explores foundational literature related to the purpose of this study. The first
section of this chapter provides the importance of professional development programs, history,
and overview of the education system in Pakistan, the education outcomes of students, and the
inequities in the education system. The barriers to student enrollment, challenges of high dropout
rates, and resource allocations to education are discussed in this section. The second section of
the chapter focuses on the status of teachers in Pakistan and the country's pre-service and inservice teacher training programs. It concludes with an overview of best practices for in-service
teacher training in Pakistan’s elite private schools. The literature review indicates a theme of the
critical challenges of quality education in Pakistan, which heavily tie back to the country's
governance, accountability, and financial policies that directly impact the quality of Pakistani
teachers’ training and motivation.
Overview of Pakistan's Education System
Pakistan is a developing country with a history of over seventy years. The country’s
history, culture, and socioeconomic factors play a critical role in the education system. While

9
improvements have been made in the education system since the country’s independence, the
progress still lags behind others in the region regarding literacy rates, out-of-school children, and
resources allocated to education.
History of Pakistan’s Education System
Pakistan, formally known as the Islamic Republic of Pakistan, appeared as an
independent nation on the world map on August 14, 1947. Prior to its independence, the areas
making up present-day Pakistan were part of British-controlled India, a subcontinent largely
controlled by the Muslim Empire and invaded and fully controlled by the British in 1857-58.
India was ruled by the Muslim dynasties for centuries, with the last and most successful Mughal
dynasty ruling from 1526-1857. Chang (2014) mentioned that during the control of Muslim
empires, education was primarily available to the ruling class, religious class, and wealthy
households. Under British control, education opportunities were afforded to a more diverse
population; however, the purpose was to prepare individuals loyal to the British who could
communicate with the masses and perform clerical and administrative duties. Muslim majorities
in India saw the Mughal’s defeat as a punishment and resisted the British control and education
system, resulting in the advancement of Hindus under British rule. Indians were also allowed to
enroll in higher education institutions in the United Kingdom. Although several influential
Muslim leaders realized the need for modern education as the resistance had deprived Muslims
of the facilities, benefits, and resources of the government (Chang, 2014), the task of catching up
to the advanced Hindu population was far out of reach.
As the disparities between Indian Hindus and Muslims increased, there was an urge to
establish the All-India Muslim League, a political party organized in 1906, representing the

10
Muslim population of India. Mohammed Ali Jinnah was the leader of the All-India Muslim
League. Jinnah was a lawyer and was called to the bar at Lincoln’s Inn, London, the world’s
most prestigious professional body of judges and lawyers. Jinnah was a preferred leader by the
British to represent the Muslim population as he promoted citizens to abide by the law.
Jinnah’s All-India Muslim League later became the driving force behind Pakistan’s
independence as conflicts between the Hindus and Muslims grew, and the British were forced to
terminate their authority in India after World War II. Jinnah is the founder of Pakistan and was
also named the country’s first governor-general. The areas comprising current-day Pakistan were
the Muslim-majority areas in British-controlled India. The present-day Pakistan is comprised of
four provinces: Punjab, Sindh, Balochistan, and Khyber Pakhtunkhwa (KP); Islamabad Capital
Territory; Azad Jammu and Kashmir (AJK); and Gilgit-Baltistan.
Due to resistance to the British control and education system by the Muslims, most areas
comprising Pakistan were underdeveloped and lacked resources. At the time of independence,
the illiteracy rate of Pakistan's population was 85 percent, with most educationally progressive
areas left on India's side (Ammarah, 2015). Public schools were the primary source of education
in rural areas at the time of independence, while a few religious or community-operated private
schools existed in urban areas along with public schools (Saqib & Khan, 1998). Pakistan had two
universities at the time of independence in 1947, which remained the case until 1954, with the
number of universities increasing to four (Government of Pakistan, 2021). As a result of
migrations from India, the inadequate education systems could not respond to the demands of an
increased population. As a result, untrained teachers were allowed to teach in the overpopulated

11
classrooms, negatively impacting education quality (Majeed, 2010). Figure 1 shows the number
of institutions by level for each decade since independence.
Figure 1
Total Educational Institutions Since Independence (1947-2021)
Note. From Pakistan Education Statistics 2020-21
The first constitution of Pakistan was established in March 1956, declaring Pakistan an
Islamic Republic. A military coup in 1958 suspended the constitution as military rule governed
the nation. During the same year, the Commission on National Education was appointed to
reorganize and reorient the existing inadequate education system to meet the needs and
challenges of a developing nation. Along with other policy recommendations under this
commission, a recommendation was made to achieve five years of compulsory education within
ten years and eight years of compulsory education within 15 years. The policy implementation
0
20000
40000
60000
80000
100000
120000
140000
160000
180000
200000
1947-48 1949-50 1960-61 1970-71 1980-81 1990-91 2000-01 2010-11 2020-21
Primary Middle
High Higher Secondary
Degree College Technical & Vocational Instiutions
Universites

12
and follow-up were the responsibilities of the local governing bodies in districts. The lack of
adequate resources, infrastructure, and financial support resulted in little progress in the
education sector. Pakistan’s education system has suffered from competing ideologies, interests,
and hegemonic influences of various groups in the country's ruling class (Chang, 2014), resulting
in minimal progress in the overall system since the country’s inception. The following education
policies were introduced in Pakistan’s education system:
● In March 1972, under the leadership of Zulifqar Ali Bhutto, National Education Policy
1972-1980 was introduced to address the inadequacy of the existing education system,
including the inequities in education with access to quality education only available to the
elite class. Amendments to the Constitution guaranteed free education up to the tenth
grade. According to the 1972 amendments, the government must provide free education
to all children between the ages of five and sixteen. As the Constitution guaranteed free
education, private schools were also nationalized in the same policy updates, negatively
impacting the quality of private education under the government's oversight.
Nationalizing private schools further lowered the quality of education as the already
inadequate government funding and resources provided for public education now
resembled in the private sector.
● The National Education Policy 1978 was established to develop practical plans to address
the inadequacies of the existing education system as both the country’s population and
illiteracy rates were experiencing exponential growth. A key component of this policy
was teacher education, enforcing that all in-service teachers would undergo at least one
training course every five years of service. Starting in 1979, private schools were

13
denationalized to allow the expansion of schools and improve the quality of education.
Private schools could function as independent entities again with minimal government
regulations. Pakistan's urban areas saw an expansion of private schools, often opened in
the same neighborhoods where low-quality public schools provided free education (Saqib
& Khan, 1998). The rise and expansion of private schools resulted from the Pakistani
government's inability to provide adequate educational facilities to meet the needs of the
school-aged population (Majeed, 2010). Some private schools comprised a couple of
rooms and teachers; hence, private schools did not necessarily mean elite schools, but
education facilities built to fill the access gaps, especially in rural areas, created by
government-funded education institutions (Majeed, 2010).
● The National Education Policy 1992 was established to improve the quality of education,
promote research activities, and modernize the education system while remaining within
the principles of Islam.
● The National Education Policy 1998-2010 was established to provide quality education,
attain acceptable literacy levels by universalizing basic education, and improve teacher
competence through effective training.
● The National Education Policy 2009 was established due to a lack of desired outcomes
from the 1998-2010 Policy in educational quality, equity, and access. A key component
of the 2009 Policy was to address the Education For All (EFA) 2015 targets. A key
policy action was bringing all children inside schools by 2015. This policy also
eliminated the Primary Teaching Certification (PTC) and Certification of Teaching (CT),
the previously accepted teacher credentials for primary and middle school teachers.

14
● The 2017-2025 National Education Policy was established due to the lack of outcomes
from the 2009 National Education Policy. It was developed to address the challenges of
quality education, high out-of-school children population, lack of uniform education
systems, teacher quality and commitment, and lack of skills and higher education.
Present-Day Education System in Pakistan
According to Pakistan's 2021 Education Statistics Report, the education system
comprises public and private schools and Deeni Madaris, considered part of the private sector.
Deeni Madaris primarily focus on the teaching and memorization of the Quran and the teachings
of the Prophet Muhammad (PBUH). Pakistan’s formal educational institutions are divided into
the following categories:
● School Education
o Pre-Primary
o Primary – Grades I-V
o Middle – Grades VI-VIII
o High – Grades IX-X
o Higher Secondary – Grades XI-XII
● College Education
o Degree Colleges – Grades XIII – XVI
● Universities
Public primary and secondary education are under the provincial government, public
higher education is under the Federal Higher Education Commission, and individuals or groups
own private colleges and universities (Majeed, 2010). Figure 2 shows the current distribution of

15
educational facilities in Pakistan. As of the 2020-21 school year, the formal education system has
236,694 institutions, of which 144,977 are primary (including pre-primary) schools, 47,182 are
middle schools, 34,210 are high schools, 7,102 are higher secondary, and 3,223 are inter-degree
colleges and universities (Government of Pakistan, 2021).
Figure 2
Total Institutions in Pakistan's Education System (School Year 2020-21)
Note. From Pakistan Education Statistics 2020-21
Of the total formal educational institutions, 162,236 (68%) are in the public sector, and
74,458 (32%) are in the private sector. Figure 3 shows the distribution of public and private
institutions by level. Most public schools are not separated by pre-primary and primary levels, so
often, data shared for primary schools include pre-primary levels as well. It is worth noting that
there is a significant shift in the number of public and private sector institutions from primary to
144,977
47,182
34,210
7,102 3,223
Primary (Including pre-primary) Middle
High Higher Secondary
Inter-Degree Colleges and Universities

16
middle school level. Public primary schools comprise 87 percent of total primary institutions and
64 percent of the total primary student population; private schools constitute only 13 percent of
the total primary sector, with 36% of the total primary student population. On the other hand,
only 34 percent of middle schools are public; 66 percent of middle school students are enrolled
in the public sector, and only 28 percent of middle school teachers serve in the public sector.
Private school enrollments comprise 34 percent of the total middle school population, yet 66
percent of middle schools are private, with 72 percent of middle school teachers serving in the
private sector (Government of Pakistan, 2021).
Figure 3
Total Institutions by Sector (School Year 2020-21)
Note. From Pakistan Education Statistics 2020-21 126519 16216 14900
2840
1639
122
18458
30966
19310
4262
1382
80
P R I M A R Y M I D D L E H I G H H I G H E R
S E C O N D A R Y
D E G R E E C O L L E G E U N I V E R S I T I E S
Public Private

17
As of the 2020-21 school year, the formal education system staffed 2,100,299 teachers,
serving a student population of 44,442,609. Figure 4 shows the percentage distribution of
institutions, enrollment, and teachers by level in Pakistan’s education system. Primary school
education comprises grade one to grade five. Urdu, English, regional languages, mathematics,
science, social studies, and Islamiyat (study of the Islamic religion) are key subjects in the
primary school curriculum (Hunter, 2020). In the 2020-21 school year, there were 20.078 million
students enrolled in primary schools, 64 percent in the public and 36 percent in the private sector.
Primary schools comprise 61 percent of the overall education system, with 56 percent of the
overall student population enrolled in primary education and only 25 percent of the overall
teacher population teaching primary schools. Primary schools face teacher shortages due to low
percentages of teachers available at the primary level (Government of Pakistan, 2021).
Figure 4
Distribution of Institutions, Enrollment, & Teachers (%) – (School Year 2020-21)
Note. From Pakistan Education Statistics 2020-21
61% 56%
25%
20%
20%
25%
14%
10%
34%
3%
6% 9%
1% 7% 7%
0%
20%
40%
60%
80%
100%
120%
Institutions Enrollment Teachers
Primary Middle High Inter-College Higher Education

18
As of the 2020-21 school year, approximately 4.865 million students were enrolled in
public and 2.460 million in private middle schools. Of the total middle school teacher
population, 122,451 (28%) served in the public sector, while 311,528 (72%) served in the private
sector. For the same school year, of the total high school student population, 2.63 million (69%)
were enrolled in the public, and 1.156 million (31%) were enrolled in the private sector. Figure 5
shows the enrollment rates by level and sector in Pakistan’s education system.
Figure 5
Enrollment % by Level & Sector (School Year 2020-21)
Note. From Pakistan Education Statistics 2020-21
64.00% 66.00% 69.00% 70.00%
36.00% 34.00% 31.00% 30.00%
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
Primary Middle High Higher Secondary
Public Private

19
According to the 2019-20 Pakistan Social Living and Standards Survey, 64 percent of
Pakistanis were reported to be under the age of 30, one of the world's largest youth populations.
The survey data indicated that at the National level, approximately 40 percent of the population
aged ten and above have never attended school in their lifetime, an approximate two percent
increase from the 2014-15 survey data. The country’s education system continues to experience
challenges with school enrollments and dropout rates despite multiple policy reforms addressing
the challenges. The following section will discuss the various policy reforms and outcomes of
students in Pakistan’s formal educational institutions.
Educational Outcomes of Students in Pakistan's Schools
Since independence, several reforms have been introduced to address the low enrollment
and high dropout rates, with little progress. Each new government is established with fabricated
promises of educational-focused policies, yet the country experiences minimal improvements
decade after decade. Since the 1970s, each government has claimed a 100 percent literacy rate
within a decade; however, those outcomes have yet to be delivered (Majeed, 2010). Figure 6
shows a five-year comparison of student enrollments in Pakistan’s formal education system. In
the five years, data indicates a 4 percent increase in student enrollment in the formal education
system from pre-primary to university level; overall, an increase of 0.88 percent per annum
(Government of Pakistan, 2021). Without improvements in policy, budget allocation, school
administration training and development, and parent education, the goals around educational
progress will remain fabricated promises for Pakistan's children.

20
Figure 6
Five-Year Enrollment Comparison (2016-2021)
Note. Pakistan Education Statistics 2020-21
Human capital formation depends on education, and in an era of globalization, education
is the key ingredient for sustainable growth and development for all nations (Ali et al., 2021).
Pakistani children's education outcomes depend heavily on government education policies and
school characteristics (Sathar et al., 2013). According to Pakistan's 2021 Education Statistics
Report, primary school education was completed by 79 percent of the enrolled students, 58
percent completed middle school, and 67 percent completed secondary education in the overall
formal education system. This indicates that while enrollment rates might improve, dropout rates
remain challenging. While Pakistan's focus remains on increasing the enrollment rates of
0
5,000,000
10,000,000
15,000,000
20,000,000
25,000,000
Pre-Primary Primary Middle High Higher
Sec/Inter
Colleges
Degree
Colleges
Universities
2016-17 2017-1 2018-19 2019-20 2020-21

21
students, dropout rates at the primary level indicate high rates of students leaving education
before primary school completion (Mahmood, 2014). High dropout rates in developing countries
impact economic and social landscapes (Ali et al., 2021), as is the case in Pakistan. Figure 7
indicates survival rates, also known as the retention rates, of students from primary education to
high school for both genders in all provinces and regions of Pakistan during the 2020-21 school
year. Data indicates grades one to eight survival rates of males and females as 58 and 57 percent,
respectively, and 51 and 48 percent for males and females, respectively, at tenth grade, indicating
a 28 and 29 percent reduction from primary to secondary level (Government of Pakistan, 2021).
Figure 7
Retention Rate by Gender - All Provinces & Regions of Pakistan 2020-21
Note. Pakistan Education Statistics 2020-21 75%76% 76%79%86% 73% 58%
51%
76%
80%
80%
80%
77%
73%
79%
78%
53%
57%
52%
50%
69%
55%
40%
33%
57%
54%
53%
58%
64%
64%
58%
57%
46%
47%
47%
44%
62%
46%
30%
25%
39%
37%
38%
43%
48%
53%
51%
48%
M A L E F E M A L E M A L E F E M A L E M A L E F E M A L E M A L E F E M A L E M A L E F E M A L E M A L E F E M A L E M A L E F E M A L E M A L E F E M A L E
P U N J A B S I N D H K P B A L O C H I S T A N A J K G B I C T P A K I S T A N
T O T A L
SR to Grade 5 SR to Grade 8 SR to Grade 10

22
In 2000, Pakistan was one of the approximately 189 countries to participate in the United
Nations Millennium Development Goal (MDG), stating that every child should complete
primary education by 2015; however, the country continues to be a bottom performer in Gross
Enrollment Ratio and Net Enrollment Ratio (Khan, 2019). In 2012, 50 percent of Pakistani
students from the poorest households and 15 percent from the wealthiest households were two or
more years older than the appropriate age in first grade (UNESCO, 2015). The primary level
Gross Enrollment Ratio (GER) represents the number of children attending primary schools
divided by the total number of children who should be attending schools. The primary level Net
Enrollment Ratio (NER) represents the number of primary school-age children enrolled in
primary schools divided by the number of children in the same educational level age group. The
GER and NER include data from the public and private sectors. The primary level NER in the
2011-12 school year was 57 percent, a 1 percent increase from the year before (Government of
Pakistan, 2013). Table 1 shows the EFA Development Index for six of the nine E9 countries with
available data. E stands for education, and the nine countries included make up over half of the
world’s population and 70 percent of the illiterate adult population. Pakistan ranked 106 out of
113 reported countries, the lowest in the E9 countries, and did not achieve the targeted
expectations of the UN Millennium Development Goals by 2015. Reasons for underachievement
include demographic pressure, conflict situations, a lack of adequate commitment, and weak
democracy (UNESCO, 2015). Table 2 shows a comparison of E9 adult and youth literacy rates
prior to EFA, progress from 2005-2012, and a projection of target achievements by 2015.
Although Pakistan has made progress over the years, it still ranks in the bottom two in E9
countries.

23
Table 1
EFA Development Index
Rank Country EDI
Primary
Adjusted Net
Enrollment
Ratio (ANER)
Adult
Literacy
Rate
GenderSpecific
EFA Index
(GEI)
Survival
Rate to
Grade 5
97 Bangladesh 0.778 0.862 0.588 0.9 0.662
81 Egypt 0.900 0.973 0.739 0.915 0.972
68 Indonesia 0.937 0.953 0.928 0.97 0.895
49 Mexico 0.964 0.98 0.942 0.967 0.967
103 Nigeria 0.714 0.657 0.511 0.286 0.86
106 Pakistan 0.654 0.725 0.549 0.732 0.61
Note. From UNESCO (2015)
Table 2
Adult & Youth Literacy Rates
Country
1995-2004
Adult
Literacy
Rate
2005-2012
Adult Literacy
Rate
Projected
2015
1995-2004
Youth
Literacy
Rate
2005-2012
Youth
Literacy
Rate
Projected
2015
Bangladesh 47% 59% 62% 64% 80% 83%
Brazil 89% 91% 93% 97% 99% 99%
China 91% 95% 96% 99% 100% 100%
Egypt 56% 74% 74% 73% 89% 91%
India 61% 63% 71% 76% 81% 90%
Indonesia 90% 93% 94% 99% 99% 99%
Mexico 91% 94% 95% 98% 98% 99%
Nigeria 55% 51% 60% 69% 66% 73%
Pakistan 43% 55% 58% 55% 71% 75%
Note. From UNESCO (2015)
In 2015, Pakistan, along with all other UN Member States, adopted the Sustainable
Development Goals Agenda 2030 (SDG). The 2021-22 Economic Survey of Pakistan lists the
following proposed initiatives to support SDG goal four, which is to transform its education
system into a high-quality global market demand-driven system:

24
a) Enhanced access to education by the establishment of new schools.
b) Upgrades of existing schools.
c) Provide basic educational facilities to improve learning environments.
d) Digitize educational institutions.
e) Enhance the resilience of educational institutions to respond to unforeseen situations.
f) Promote teacher capacity-building and distance learning.
g) Improve teacher hiring.
Just as Pakistan did not meet the MDG goals, the country is not on track to meet the SDG
goals unless drastic actions are taken to address the gaps in the foundation of the education
system, starting with the allocated financial resources. Despite the free compulsory education
guaranteed by the constitution, Pakistan's spending on education remains to be one of the lowest
percentages of GDP compared to other nations, at around 2 percent, of which approximately 92
percent is spent on salaries, with a small amount remaining to spend on development and
improvements (Khan, 2019). A critical policy action listed in the 2009 National Education Policy
was for the government of Pakistan to allocate 7 percent of GDP to education by 2015. In 2012,
Pakistan’s annual economic growth rate was 4.1 percent; however, the expenditure growth on
education was 2.5 percent, reducing the share of GNP allocated to education to just 2 percent
(UNESCO, 2015). According to Pakistan's 2021 Education Statistics Report, resource allocation
for education often competes with allocation to defense budgets and inefficient public sector
organizations. Saqib & Khan (1998) mentioned that in developing countries, 4 percent of GNP is
the minimum recommended expenditure on education, and considering Pakistan's low
investment in education, it is no surprise that when it comes to education, the country lags behind

25
others in the region. The federal and provincial governments' 2020-21 education expenditures
were 1.77 percent of GDP, a decrease from 2.02 percent in 2015-16 and still well below the
recommended minimum of 4 percent (Government of Pakistan, 2021). The consistency in
educational targets and achievement gaps is heavily tied to the lack of resources provided for
education (Saqib & Khan, 1998). In Pakistan, 4 percent of the GDP is paid by households,
making their contributions amount to approximately two-thirds of the total expenditure on
education (UNESCO, 2015). Figure 8 shows the percentage of GDP allocated to education since
2015, a continuous decline in financial allocation to education since 2018.
Figure 8
Percent of GDP - Five-Year Comparison (2016–2021)
Note. From Pakistan Economic Survey 2021-22
Each Education Policy addressed student well-being as a key to addressing educational
challenges. The 2009 National Education Policy lists the following Policy Actions:
2.02
1.97
2.12
1.98
1.9
1.77
1.5
1.6
1.7
1.8
1.9
2
2.1
2.2
2015-16 2016-17 2017-18 2018-19 2019-20 2020-21
Percent of GDP

26
1. An awareness campaign against corporal punishment shall be initiated, and teachers
shall be held accountable for violations.
2. Student-teacher ratios shall be standardized and enforced at the school level.
Student treatment in schools is also considered a deterrent for enrollment and results in
high dropout rates. Teachers in Pakistan's education system are accustomed to physically
punishing students despite the prohibitions on this practice, resulting in high dropout rates (Ali et
al., 2021). Teacher to student ratio is a critical component of teachers' availability to the students
(Saqib & Khan, 1998). High student-to-teacher ratio results in teachers' inability to ensure
student learning and comprehension of materials taught. Public schools face high student-toteacher ratios compared to private schools, often double what is the norm in private schools
(Majeed, 2010). According to the 2021 Pakistan Education Statistics Report, the primary level
student-to-teacher ratio was 38 to 1 in the public sector and 18 to 1 in the private sector. Figure 9
indicates the student-to-teacher ratio in the public and private sectors by level for the 2020-21
school year.
Figure 9
Student-to-Teacher Ratio by Sector and Level (School Year 2020-21)
Note. From Pakistan Education Statistics 2020-21
0
10
20
30
40
Primary Middle High High Secondary
Public Private

27
The institution-based education quality plays a critical role in educational outcomes.
Curriculum, quality of textbooks, exam systems, and teacher education and competence differ in
the private and public school systems, with the private sector having higher standards in all
factors. According to the National Education Policy Framework 2018, private school students
tend to perform better than public schools in student learning outcomes due to better school
leadership, and teacher and student attendance. Private schools are typically English mediums
where children actively use the English language and receive English-based instruction. On the
other hand, public schools use Urdu and the regional language while English is taught as a
course in many schools; however, low teacher competence results in low English competency
levels for public school children. In a world impacted by globalization, the ability to speak
English leads to better career opportunities and is a sign of status in a developing country like
Pakistan.
Pakistan’s education system is also burdened by social and environmental factors that
have traditionally been a part of the Country since its inception. The following section will shed
light on some social and environmental factors impacting Pakistan’s education system.
Social and Environmental Factors Impacting Education
Pakistani children are often unable to complete primary school education due to extreme
poverty despite education being funded by the government. A one-unit increase in a family
head's poverty level results in a 13.88 percent increase in the likelihood of dropout (Ali et al.,
2021). According to the UN index (2021), while only 4.4 percent of Pakistanis live in monetary
poverty, 38.3 percent live in multidimensional poverty, which includes the Health, Education,
and standard of living components. Walter (2017) mentioned that education is a way out of

28
poverty, yet poverty is the reason children, especially girls, are kept out of school in countries
like Pakistan. Uniforms, books, supplies, and other resources required to attend school are not
attainable for low-income households, and the situation is often dire in multichild lowsocioeconomic households. Children's education depends on the family's wealth and resources
(Sathar et al., 2013). School-aged children often must join the labor force to provide for their
families. A one percent increase in the number of income earners increases the dropout
probability by 23.9 percent in Pakistan (Ali et al., 2021). Despite the granted constitutional
rights, the high costs of education deter parents from enrolling or keeping their children in school
(Mahmood, 2004).
The age and education of parents are also factors impacting student enrollment and
dropout rates as the older or more uneducated the parents, the higher probability of dropping out
for their children as these parents are not familiar with the importance of education and are
unable to contribute to their child's education (Ali et al., 2021; Sathar et al., 2013). The
probability of a Pakistani girl's enrollment in school is four times higher if her mother completed
higher education (Sathar et al., 2013). According to the 2021 Economic Survey, 32 percent of
mothers in rural areas had completed primary education, a decline of 3 percent from 2019.
School infrastructure also plays a critical role in enrollment and dropout rates. Pakistan's
education facilities are outdated, often lacking running water, electricity, and sanitation
structures, especially in rural areas. Most private schools can afford electricity, boundary walls,
chairs, fans, and other resources, while approximately half of the public schools provide these
amenities, with 33 percent unable to provide wall boundaries (Majeed, 2010). The 2009 National
Education Policy listed the following policy actions to address school facilities:

29
1. A framework setting out the basic standards for school facilities and teaching aid
materials, including playgrounds, shall be established by 2012 and shall form the basis
for the allocation of funds.
2. The federal government shall provide necessary resources to less developed areas for the
provision of missing basic facilities in all educational institutions.
3. All schools shall establish a school mission that assists students in achieving their
learning potential and personality development as the key goals. Pursuant to this, cocurricular and extra-curricular activities shall be made a mandatory part of the entire
learning process.
Figure 10 shows the availability of electricity, drinking water, toilets, and boundary walls
in Pakistan’s educational institutions. The 2021 Pakistan Education Statistics Report indicates
that 60 percent of primary schools have electricity. However, the data is skewed as it indicates a
higher percentage for the Punjab province at 99 percent and KP province at 81 percent, while
Sindh and Balochistan show 32 and 16 percent, respectively. Availability of drinking water in
primary schools is 100 percent in Punjab, 51 percent in Sindh, 25 percent in Balochistan, and 88
percent in KP, with an overall 70 percent for the primary schools in Pakistan. Availability of
toilets in primary schools indicates 99 percent for Punjab, 53 percent for Sindh, 92 percent for
KP, and 31 percent for Balochistan, with an overall 72 percent of primary schools in Pakistan. It
is important to note that indicating that the institution has toilet facilities does not translate to
functional and sanitary facilities.

30
Figure 10
School Infrastructure (School Year 2020-21)
Note. From Pakistan Education Statistics 2020-21
Further, some schools do not have adequate rooms to support the student population, with
some classrooms established outside in the play yard with makeshift seating supplies. Figure 11
shows overall classroom availability in public sector educational institutions in Pakistan. A total
of 15,495 institutions do not have a classroom, with 14,490 of those at the primary level.
Improvements in infrastructure support retention rate as a one unit increase in the number of
rooms results in a 27 percent decrease in student dropout probability in Pakistan (Ali et al.,
2021). Figure 12 shows the conditions of public educational institutions during the 2020-21
school year. According to the data, 14,611 public educational institutions had dangerous
infrastructure, and 13,192 institutions did not have physical buildings. This lack of infrastructure
needs to be understood within education in Pakistan considered the fourth most corrupt sector in
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
Availability of Electricity Availability of Drinking Water Availability of Toilets Availability of Boundary Wall
Primary Middle High High Secondary

31
the country. According to the Transparency International Report, in 2010, an estimated 6,480
ghost schools in Sindh and 5,000 ghost schools in Balochistan were discovered (UNESCO,
2015).
Figure 11
Classroom Availability (School Year 2020-21)
Note. From
Pakistan Education Statistics 2020-21
Figure 12
Building Conditions by Level - Public Sector (School Year 2020-21)
Note. From Pakistan Education Statistics 2020-21
15,495
19,731
47,251
18,464
13,522
9,618
9,238
4,897 19,935
No Classroom
One Classroom
Two Classrooms
Three Classrooms
Four Classrooms
Five Classrooms
Six Classrooms
Seven Classrooms
More Than Seven Classrooms
62,001
10,151
9,175
1,312
82,639
36,283
4,009
4,496
725
45,513
13,154
871
513
73
14,611
12,376
602
185
29
13,192
1,636
346
255
33
2,270
P R I M A R Y M I D D L E H I G H H I G H E R
S E C O N D A R
P A K I S T A N T O T A L
Satisfactory Need Repair Dangerous No Building Not Reported

32
Children from economically challenged families make up the majority of out of school
children due to access to education, at the primary level 51% of children in the poorest quintile
are out of school (Government of Pakistan, 2022). Girls suffer the most in rural Pakistan as
parents are often reluctant to send their daughters to school for safety concerns and due to child
marriages. Although aspects of gender inequality in Pakistan have improved over the years, it is
still one of the worst countries in the world in providing education to girls (Walter, 2017).
Equity in education continues to be a struggle in Pakistan's education system, starting from
primary education, as will be discussed next.
Equity and Access to Education
Despite developments and progress in education, the elite and affluent Pakistani
households continue to have the upper hand in access to quality education. Pakistan is the sixth
most populous country and ranks second with the highest number of out-of-school children
worldwide (Hunter, 2020). A key objective of Pakistan's Education Policy was "to achieve
universal quality primary education covering all the three dimensions/aspects of universalization,
i.e., universal access/enrollment, universal retention, and universal achievement by 2020"
(Government of Pakistan, 2017). However, the large population size of school-aged children is a
problem for Pakistan as it is a matter of providing educational facilities and resources for
approximately 48 million children, which is difficult to attain for a mid-size developing country
(Majeed, 2010). Only four percent of Pakistan's students have access to university education
(Government of Pakistan, 2021). Hence, inequities in Pakistan's education system exist across all
four provinces. Since its independence, Pakistan has made progress in increasing the number of
educational facilities, teacher education programs, and student achievements; however, the

33
country lacks in closing the gaps in educational inequities (Ammarah, 2015). Inequities based on
gender, socioeconomic status, and geography are shared nationwide. Pakistan ranks second to
last, behind Afghanistan, on the World Economic Forum's Gender Gap Index (2022), and in
educational attainment, it ranks 135 out of 146 countries. Although still in the bottom quarter, it
is an improvement from the 144th rank in 2021. Females comprise approximately half of
Pakistan's population; a higher percentage of female students are out of school compared to their
male counterparts at all education levels (Government of Pakistan, 2022). The differences are
higher in rural areas in all four provinces.
Poor girls in rural areas have an enrollment rate of 13 percent lower than those in urban
areas, compared to the 19 percent enrollment rate difference between rich girls in rural and urban
areas (Sathar et al., 2013). Access to school and household socioeconomic status are critical
factors in these differences. Parents are often reluctant to send their daughters to school due to
the potential risks of long-distance travel to reach educational facilities. Women are less likely to
travel by themselves due to the risk of harassment, rape, and dishonor; thus, public transportation
to even educational institutions is not an option for women in most cities. Travel permissions are
usually granted for critical activities, and having an escort is vital for walking trips, especially for
destinations outside the local neighborhood (Adeel et al., 2016). The enrollment rate for primary
school-aged girls rises to 70 percent if a school is located within 1 kilometer of her household;
hence, rural areas where private and public schools have become more accessible have seen an
increase in girls' enrollment rates, despite the constraints of poverty and resources (Sathar et al.,
2013).

34
Structural factors are not the only barriers to girls' education in Pakistan; societal values
also play a critical role in the lack of emphasis and focus on educating Pakistan's daughters
(Purewal & Hashmi, 2014). Muslim societies like Pakistan typically favor male children's
education, especially in multi-child households. A smaller household increases the probability of
a girl's enrollment in school, but in larger families, girls often have to compete with their siblings
to attain education (Sathar et al., 2013). Two-thirds of multidimensionally poor people live in
households where no girl or woman has completed at least six years of schooling, and Pakistan
contributes to approximately 9 percent of that population (UN Index, 2021).
While the government has implemented various reforms to address the gender gaps, the
lack of focus on social and cultural barriers remains challenging (Purewal & Hashmi, 2014).
Girls in low socioeconomic households are raised to be married, while boys are raised to be
heads of households and support their future families. Exchange marriages are common in rural
areas. A 1 unit increase in exchange marriage results in a 36.33 percent chance of school dropout
for girls (Ali et al., 2021). According to a 2017 survey, 67 percent of early-marrying women lack
any education, while 2.2 percent have acquired higher education (Javed & Mughal, 2021).
Parents in low socioeconomic households in rural Pakistan view girls' education as a potential
risk, as an educated girl may want to become independent and not participate in the arranged
marriage norms, resulting in shame and disrespect for the family (Purewal & Hashmi, 2014).
The Covid-19 pandemic further widened educational inequities gaps, with rural
households suffering the most. Data from the 2021-22 Economic Survey indicate that only 23
percent of rural households had an internet connection during the Covid-19 pandemic, while only
18 percent had access to a computer. The household earnings were reduced by more than 50

35
percent for 16 percent of rural households. The overall data are not much different for the entire
nation, including urban households. The 2019-20 Pakistan Social and Living Standards (PSLM)
Survey indicated that in the 2018-19 school year, 14 percent of households had computers, 34
percent had internet access, and 45 percent of individuals owned mobile phones. The country
was not prepared to respond to the critical need for distance learning during the Covid-19
pandemic, and with limited access to technology, teacher capacity building for such a response
was far from reach. School environment and infrastructure are not the only factors impacting the
quality of education; teacher training and qualifications also play a critical role in education
quality. Lack of sanitation, widespread corruption, and under-qualified teaching staff are a few
factors responsible for low enrollment and high illiteracy rates in Pakistan (Hunter, 2020).
Overview of Teacher Training Programs in Pakistan
According to the 2021 Pakistan Education Statistics Report, the country has 217 teachertraining institutions, of which 158 are public and 59 are private. The data is skewed as it includes
universities granting bachelor's and master's degrees in education and are not dedicated teacher
training institutions (Razzaque, 2013). As of school year 2020-21, a total of 76,227 students were
enrolled at these institutions, with 70,862 in the public and 5,365 in the private sector.
Status of Teachers in Pakistan
Since independence, Pakistan's education system has experienced various reforms to
address the gaps in education outcomes, despite the lack of follow-up and positive impact of
each reform. Reforms have also resulted in lowering teaching qualifications to meet the demand
of a large school-aged population (Majeed, 2010), the once previously practiced strategy during
the early years of independence. Schools are often overcrowded, which results in lecture-based

36
teaching practices due to the challenges of teachers’ inability to provide individual attention to
the different needs of students (Chang, 2014).
As of the 2020-21 school year, 2.1 million teachers served in the public sector and 1.2
million in the private sector. Figure 13 indicates trends in teacher population observed over five
years in the public and private sectors. According to the data, the public sector experienced a
seven and 12 percent decrease in the primary and middle school teacher population, respectively.
In comparison, the private sector experienced a four percent increase in the primary and a two
percent decrease in the middle school teacher population. Overall, the private sector saw an
increase of 29 percent over the five years due to educational foundations hiring new teachers and
Deeni Madaris increasing their teacher population (Government of Pakistan, 2021).
Figure 13
Teacher Population by Level and Sector (2016-2021)
Note. Pakistan Education Statistics 2020-21
0
50,000
100,000
150,000
200,000
250,000
300,000
350,000
400,000
Public
Primary
Private
Primary
Public
Middle
Private
Middle
Public High Private High Public
Higher
Secondary
Private
Higher
Secondary
2016-17 2017-18 2018-19 2019-20 2020-21

37
Malpractice and incompetence in the profession have resulted in low teacher motivation,
with high teacher absentee rates and the overall teaching profession being the last resort of
employment after degree attainment for young professionals. Teaching is seen as a low
socioeconomic status job and is not attractive for those from the middle and upper classes
(Razzaque, 2013). The 2009 National Education Policy indicated the following Policy Actions:
1. Multi-grade teaching shall be eliminated by recruiting need-based teachers and, side by
side, providing training to in-service teachers on multi-grade methodologies till the
removal of teachers’ shortage in the system.
2. Governments shall take steps to improve the social status and morale of teachers. These
include upgrading teacher salaries as part of establishing a separate teaching cadre and
teaching career, teachers' professional development, and a reward system based on
performance measures.
Due to the ineffectiveness of the 2009 National Education Policy, the 2017-2025
National Education Policy was developed without any additional financial allocation to achieve
the targeted outcomes. According to this policy:
1. The social status of teachers shall be improved by establishing a performance-based
reward system, acknowledging the accomplished teachers, participation of teachers in
academic decision making, and providing opportunities for continuous professional
development.

38
2. To bring out the teaching profession from its present position of last option and to attract
young talent to this field at least 25% of the top merit students will be provided
scholarships/free education by the public and private institutions.
Educational policies are also influenced by corruption and political agendas, as teachers'
appointments can result from political favors, bribery, and pressure from the powerful elites.
Teacher appointments for those with political affiliations take precedence over highly qualified
teaching professionals who lack political support from government politicians (Chang, 2014).
During election season in the province of Sindh, teachers are placed under the election
commission serving the polling booths built in schools; hence, it is beneficial for politicians to
appoint their party loyalists to the teaching posts (Razzaque, 2013). Teacher salary books often
list individuals not affiliated with the educational field yet receiving teacher salaries (Hunter,
2020).
Pre-Service Teacher Training in Pakistan
Pre-service teacher education has experienced several policy changes through various
education reforms in Pakistan. During the 1998 education reform, teacher literacy expectations
were raised to an intermediate level, equivalent to a high school graduation in the American
education system (Majeed, 2010). Prior to the 2009 National Education Policy, a primary
Teaching Certificate (PTC) was earned by teacher candidates after one year of training and ten
years of school education, and a Certificate of Teaching (CT) was earned by candidates with one
year of training and 12 years of school education (Razzaque, 2013). PTC trained primary school
teachers while CT prepared middle school teachers. Secondary school teachers earned a
Bachelor of Education degree.

39
The 1998-2000 National Education Policy enabled institutions to offer distance learning
programs, resulting in many public and private sector universities offering market-model offcampus teacher training programs in open and distance learning modes (Chang, 2014). Chang
further described a typical off-campus program enrolling 30-40 students per instructor with
minimal face-to-face interaction; these yearly contract-based instructors were mostly in-service
schoolteachers or intermediate college professors with a master’s degree. The quality of such
programs was poor, as there were no checks and balances on the program implementation,
execution, or outcomes. The universities could generate additional funds as the off-campus
programs were low-cost and in high demand by students. The quality of teacher education
programs was negatively impacted as the off-campus programs continued to grow, and
enrollment challenges in public teacher education institutions enticed the organizations to relax
their policies around instructions, attendance, and examinations in an effort to attract more
students (Chang, 2014).
Policy reform in 2009 was an attempt to address the quality of teacher education and set
standards for teaching credential requirements. According to the Pakistan 2009 National
Education Policy, the reform of teaching quality was the utmost priority. The policy listed
outdated and inadequate pre-service teacher training programs and structures as a few of the key
factors contributing to the poor quality of teachers. Below are some of the critical policy actions
included in the 2009 National Education Policy:
1. A bachelor's degree, with a B.Ed., shall be the requirement for teaching at the elementary
level. A master's level for the secondary and higher secondary, with a B.Ed., shall be
ensured by 2018.

40
2. Teacher training arrangements, accreditation, and certification procedures shall be
standardized and institutionalized.
3. Teacher education curriculum shall be adjusted to the needs of the school curriculum and
scheme of studies. The curriculum shall include training for student-centered teaching,
cross-curricular competencies, and an on-site component.
4. Governments shall take steps to ensure that teacher recruitment, professional
development, promotions, and postings are based on merit alone.
5. All teachers shall have opportunities for professional development through a program
organized on a three-year cyclic basis. Progress in career shall be linked to such
professional development.
6. Teacher allocation plans, likewise, shall be based on schools' needs and qualifications of
teachers. Over the course of the next two years, Governments shall develop a rationalized
and need-based school allocation of teachers, which should be reviewed and modified
annually.
The first policy action called for PTC and CT to be phased out as universities started to
offer bachelor's and master's degrees in education as a result of the 2009 National Education
Policy. Several universities, including the Allama Iqbal Open University (AIOU), which is
Pakistan's largest teacher education provider, continued to offer the PTC and CT certificate
programs for elementary school teachers, with graduates of certificate programs earning at the
same income level as those who had completed formal degree programs (Razzaque, 2013). The
incentives to achieve further education were far too low for teachers to spend extra time in
school and forego current salaries. Although the PTC and CT programs were eliminated, the

41
education system still has 107,368 teachers with only the Primary Teaching Certification and
33,783 teachers with only the CT certificate as of the 2020-21 school year (Government of
Pakistan, 2021).
Although the 2009 National Education Policy required elevated credentials for all
teachers, the overall pre-and in-service teacher training remained inconsistent nationwide. The
lack of measurement strategies or structured follow-up plans were cited as a key deficit in
Pakistan’s education system (Government of Pakistan, 2009). The government's inability to
develop action plans that indicated the implementation and follow-up strategies for newly
implemented policies resulted in failed efforts for most reforms and international goals, such as
the MDG, and the current lack of improvements on most SDG goals. Teacher recruitment
practices continued to hire those who met the minimum years of education requirements
regardless of a degree or certificate completion, especially for elementary school teachers
(Razzaque, 2013). Reforms and policy implementations lacked evidence of effectiveness as
teachers who attended the training and development programs could not practice the learnings in
schools filled with traditionally trained teachers with outdated teaching practices (Chang, 2014).
The 2017-2025 National Education Policy reiterated the teacher qualifications for
employment including:
1. To ensure content and pedagogical requirements for a teacher, four years B.Ed. (Hons)
Elementary/ equivalent (BA/BSc plus B.Ed) shall be required for teaching in primary and
elementary classes while content qualification of sixteen years in a school subject with
B.Ed. Secondary/ five years B.Ed. (Hons.) Secondary shall be the requirement for
teaching secondary and higher secondary classes in a public or private school. Relaxation

42
in qualification may be allowed only in less developed areas where sufficient number of
qualified teachers is not available.
2. Uniformity shall be ensured in the designations, qualifications and minimum salary/BPS
of teaching personnel throughout the country.
In 2018, the lack of progress in the education sector led to the introduction of the
Pakistan National Education Policy Framework 2018. During this year, Pakistan also
experienced a change in leadership with the appointment of Imran Khan, leader of the political
party Pakistan Tehreek-Insaf (PTI). The National Education Policy Framework 2018 indicated
that the country faced challenges regarding uniform and quality education for all children, as
more than half of Pakistan's adult population could not read and write. Low financing,
inefficiencies in budget spending, and weak management crippling the system were listed as the
reasons for Pakistan’s poor education outcomes. The National Education Policy Framework
2018 listed the following action items to address teacher quality:
1. Improving teacher management: all provinces have initiated robust teacher recruitment
mechanisms; these need to be further improved for better quality at entry, focusing on the
recruitment of teachers with Math, Science, and English backgrounds, and providing
continuous professional development support to teachers to manage multigrade teaching
and improve math and science instruction.
2. Lead national action and development of political will for teacher certification and
licensing reforms by the provinces.
3. Increasing equity in teacher placement: Use data to rationalize teacher placement and
ensure an equitable distribution of teachers across government schools.

43
4. Improving the school environment: Improve infrastructure as well as ensure adequate
teaching and learning resources are available and utilized in schools.
The net enrollment rate for matric (Grades 9-10) was 27 percent in 2018-19. Such
enrollment rates indicate that the goal of hiring teachers with bachelor's and master's degrees is
far from reach, especially when enrollment of the overall student population in intermediate and
higher education is six and seven percent, respectively. Figure 14 shows the current teacher
education statistics as of the 2020-21 school year. Approximately 41 percent of the teacher
population has earned a bachelor’s degree, and 29 percent have completed a master’s. The
education system has 35,716 untrained teachers and 107,368 teachers with only the Primary
Teaching Certification.
Figure 14
Pre-Service Training Level of Teachers (School Year 2020-21)
Note. From Pakistan Education Statistics 2020-21
107,368
33,783
303,385
213,236
39,467
35,716 13,778
P.T.C C.T B.Ed/BS.ED M.Ed Other Trained Un-Trained Not Mentioned

44
Multiple teacher education programs exist for pre-and in-service teacher education in
Pakistan, with variations in curriculum, structure, and program duration. These include PTC, CT,
Associate's degree in Education (ADE), Bachelor of Education (Honors) B. Ed. for pre-service,
and certificate courses and diplomas for in-service teacher training. With the lack of consistency
and progress in the quality of pre-service teacher training, public school in-service training
programs could potentially fill needed gaps. In reality, they do not. The following section will
discuss the in-service teacher training programs in Pakistan’s education system.
In-Service Public School Teacher Training in Pakistan
The 2009 Education Policy listed the following policy actions to address in-service
teacher training:
1. All teachers shall have opportunities for professional development through a program
organized on a three-year cyclic basis. Progress in career shall be linked to such
professional development.
2. In-service teachers’ training in mathematics shall be given with due attention to
developing conceptual understanding, procedural knowledge, problem-solving, and
practical reasoning skills.
3. In-service teacher training in science shall be based on real-life situations, use of science
kits, and the provision of science kits to all primary and middle schools.
4. Institutionalized and standardized in-service teacher training regime shall be established
in those provinces where it has not already been done.

45
5. In-service training shall cover a wide range of areas: pedagogy and pedagogical content
knowledge; subject content knowledge; testing and assessment practices; multi-grade
teaching, monitoring, and evaluation; and programs to cater to emerging needs like
training in languages and ICT. 13. Training needs shall be assessed on the basis of
research and training programs.
The 2017-2025 National Education Policy stated:
1. All teachers will have opportunities for professional development in a three-year cyclic
manner.
2. In-service teacher education shall be developed upon and related to the pre-service
teacher education. Strong linkages shall be developed between the pre-service and inservice teacher education programs and institutions. Proper mechanism shall be devised
to ensure the participation of relevant stakeholders for designing such linkages.
3. In-service training will focus more on capacity building of teachers in identified
deficiency areas, educational leadership, contextualizing education, community
development and other areas of education for sustainable development etc.
4. Less qualified and untrained in-service teachers in the public and private sector schools
shall be provided opportunities for further professional education through face-to-face
and virtual/distance technology rich modes. Face to face model may use evening/ weekend/ summer bridging programs.
While the 2009 education policy sought to address in-service teacher training, policy
implementation challenges included systematic diversion of education allocations to personal
use, political influences, favoritism in recruitment and allocation of resources, including training

46
and development resources, and corruption in the conduct of examinations and assessments
(Government of Pakistan, 2009). In-service teacher training programs are primarily available to
private school teachers in Pakistan; however, some foreign-funded reforms have used private
school teacher training programs for the professional development of public school teachers
(Chang, 2014). Studies indicate that Pakistani public school teachers receive minimal training
throughout their careers (Afridi, 2017). In the elite schools, students were encouraged to link the
textbook materials to social problems and use resources such as libraries and online materials to
explore concepts; in public schools, students were focused on rote memorization of the textbook
materials (Haider, 2019). Some of the elite private education systems in the country are top-rated
in the world and have extensive and robust models of teacher training programs that are
consistently implemented, executed, and evaluated to ensure the quality of education remains
intact and that the schools maintain their prestigious statuses.
In-Service Teacher Training at Elite Private Schools in Pakistan
While teachers enter private schools with a similar lack of pre-service training that they
enter the public school system, in-service teacher training programs are developed and
implemented at each elite private school system in Pakistan. Elite private school teachers are
trained on effective instructional practices, classroom management and student engagement
behaviors, and ongoing professional development resources are provided to teachers (Chang,
2014).
Effective Professional Development Programs
A critical strategy for improving student performance is to improve teacher effectiveness
through effective professional development programs which should be an on-going activity

47
(Odden & Picus, 2020). Quality teachers are one of the most critical factors contributing to
successful student learning outcomes (Amadi, 2013). Seven Standards of Professional Learning
have been established by the Learning Forward organization in collaboration with 20 other
national organizations (Killion & Crow, 2011). The mission of Learning Forward is to plan,
implement, and measure high-quality professional learning (Leaning Forward, n.d.). The seven
standards of effective professional learning are:
Learning Communities
Professional learning that increases educator effectiveness and results for all students
occurs within learning communities committed to continuous improvement, collective
responsibility, and goal alignment.
Leadership
Professional learning that increases educator effectiveness and results for all students
requires skillful leaders who develop capacity, advocate, and create support systems for
professional learning.
Resources
Professional learning that increases educator effectiveness and results for all students
requires prioritizing, monitoring, and coordinating resources for educator learning.
Data
Professional learning that increases educator effectiveness and results for all students uses
a variety of sources and types of student, educator, and system data to plan, assess, and evaluate
professional learning.
Learning Design

48
Professional learning that increases educator effectiveness and results for all students
integrates theories, research, and models of human learning to achieve its intended outcomes.
Implementation
Professional learning that increases educator effectiveness and results for all students
applies research on change and sustains support for implementation of professional learning for
long-term change.
Outcomes
Professional learning that increases educator effectiveness and results for all students aligns
its outcomes with educator performance and student curriculum standards.
The seven standards of professional learning are dependent on each other and systemic
use of all of them is critical for effective professional learning (Roy, 2013). College degrees,
formal course work, informal trainings and learning opportunities, including conferences, all fall
under the professional learning umbrella. What is essential is that professional development is
rigorous and collaborative (Amadi, 2013).
Elite Private Schools in Pakistan
The elite private schools in Pakistan provide high-quality education and primarily serve
wealthy households in urban areas due to high enrollment costs. The educational institutions
have modern facilities, pay high teacher salaries, provide advanced technologies, in-house
teacher development programs, and have partnerships with Western educational institutions.
These elite private schools hold high standards and have prestigious reputations. Students
graduating from these elite private schools mostly continue their higher education abroad or at
other elite universities in the public and private sectors (Chang, 2014). Top elite private schools

49
in Pakistan include The Beaconhouse School System, The City School, LACAS School
Network, Lahore Grammar School, Roots Millennium School, and Karachi Grammar School.
Teacher training programs at some of these elite institutions are discussed below.
The Beaconhouse School System
Founded in 1975, the Beaconhouse School System is a private school system and the
largest school system of its type in the world. The system serves 111,200 students in various
countries, including Pakistan, Malaysia, and Oman. Beaconhouse has over 146 schools in
Pakistan, spanning 30 cities. The school system comprises preschool, primary, secondary, and
preparation for the International General Certificate of Education (GCE) and local Secondary
School Certificate (SSC) examinations. Based on international standards, the structured
curriculum aims to develop knowledge, skills, values, and cultural understanding. Beaconhouse’s
instructional language is English, except for language classes. The mission of Beaconhouse is to
provide quality education of an international standard and bring benefits to students, the
community, and the world by aiming for excellence through quality management, quality
training, and quality teaching (Beaconhouse, n.d.).
Beaconhouse offers staff professional development and training resources to support
them in maintaining and advancing their skills, knowledge, and competencies. The process
includes formal coursework participation, School-Based Professional Development (SBPD),
professional experience, mentoring, collaboration, independent study, research and reflection,
and participating in activities offered by professional organizations. The SBPD program includes
the following:

50
● Induction Program – designed for new teachers and includes six months of mentoring
support to develop their teaching styles and core competencies.
● Mandatory In-house Professional Development Programs – include curriculum
orientation, need-based training, educational technology, and PHSE (Personal, Social,
Health, and Emotional) training programs.
● In-house and External Training Programs – these are designed to promote the
professional development of in-service teachers and include training based on
knowledge, skills, and understanding of content and pedagogy.
● In-house and External, Internationally Accredited Training Programs – these are
designed for in-service teachers and staff and include opportunities for individual and
collaborative learning, work-based learning, and learning from experienced peers.
Roots Millennium School
An award-winning private independent school system, The Millennium Education (TME)
was established in 1988 and currently has Pakistan's largest K-12 teacher training institute. The
curriculum at TME aims to build the foundation of learners’ well-being and equip them with the
knowledge, skills, attitudes, and strategies to understand and manage themselves and their
relationships. The school system currently has 45 campuses across 25 major Pakistani cities.
The school system’s own teacher development institute, Millennium Institute of
Professional Development (MIPD), is Pakistan’s leading teacher training and development
facility. The institute provides training courses that promote a conducive learning environment
through a drive for excellence and a culture of collaboration, collegiality, and communication in
the classrooms. The TME training program has the following two categories:

51
Essential – Programs designed to answer what, why, and how questions; these are
mandatory for all staff once they have completed their probation period.
Extended – Continuous professional development programs covering international
courses and workshops; these are provided to teachers, school leaders, and other staff with a
minimum of three years of service with the organization and interest in developing skills in
specific areas.
MIPD Framework comprises teaching and learning, digital inclusions, academic
leadership, administration, and edge and is designed to deliver the following purposes:
● Demonstrated expertise by TME faculty and effective mentorship for new staff.
● Effective performance evaluation using tangible data.
● Efficiently identify skill and competency gaps.
● Deployment of customized training and professional development.
● Effective Succession Planning and change management processes.
Figure 15 shows the eight MIPD Teacher’s standards. Teachers use these eight standards
to determine their professional development priorities based on reflecting on their teaching
practices (Roots Millennium Schools, n.d.). The standards are designed to establish what
teachers should know and be able to do as it relates to their knowledge, engagement, and
practice. The standards are a baseline for what a good teacher should be.

52
Figure 15
MIPD Teacher's Standards
Note. From Roots Millennium Institute of Professional Development (millenniumschools.edu.pk)
The City School
Established in 1978, The City School is one of the largest private school networks in the
world. The school was established at a time when the Pakistani Government welcomed
initiatives to advance the educational sector, as the 1972 nationalization of the education system
had resulted in a significant decline in the instructional quality and educational facilities due to a
lack of resources allocated to education. The City School has over 500 educational institutions
and services over 150,000 students globally. The City School System operates in Pakistan,
United Arab Emirates, Malaysia, Philippines, Oman, and Saudi Arabia. The organization utilizes
a knowledge and skills-based curriculum adopted from the UK national curriculum and is an
English-speaking school system with all instructions in English. The City School has the lowest

53
student-teacher ratio in Pakistan, ensuring each student gets the specialized individual attention
they need. While students are provided opportunities to discover and build upon their strengths,
they are also prepared to be independent and responsible citizens in an economically globalized
and socially changing world.
The school system’s own professional development facility, the Center for Educational
Professional Development (CEPD), provides training and development programs for teachers,
school leaders, and office management. These programs are developed and established through
partnerships with national and international universities. Current partnerships include the
University of Cambridge, Canterbury Christ Church University, University of Strathclyde
Glasgow, University College London (UCL), University of London, Cambridge Assessment
International Education, and the University of Waikato.
CEPD has provided 13,000 trainings to teachers and head teachers to date, and more than
8,000 employees have received training on various programs. CEPD’s recent teacher training
initiatives include:
● Post Graduate Certificate in Education International (PGCEi) with Canterbury Christ
Church University (CCCU) – the PGCEi-CCCU is an international level 7 qualification
primarily focused on pedagogy, andragogy, pedagogy, and innovative practices in
teaching and learning. Upon successful completion of the three-module certification
program, students earn up to 60 masters-level credits allowing them access to further
master’s and doctoral studies in the United Kingdom.
● Leadership and Management Program (LAMP) – a 30-hour training program for newly
hired and promoted school heads to harness the power of leadership and the policies and

54
procedures of the organization. The training utilizes motivational drivers, emotional
intelligence, leadership concepts, and communication skills to allow participants to
establish their leadership style while reflecting on their practices and improving through
self and peer observations.
● Professional Development Qualifications (PDQs) – Cambridge Assessment International
Education (CAIE) – designed to enrich school leadership and teaching, this program
focuses on training teachers using PDQs to meet the needs and priorities of the school,
teachers, and leaders. The three PDQs include:
1. Certificate in Educational Leadership (CICEdL)
2. Certificate in Teaching and Learning (CICTL)
3. Certificate in Teaching with Digital Technologies (CICTDT)
● Initial Teacher Training (ITTE) – The University of Cambridge – a specialized training
program to address new teachers' pedagogical needs and required skills to ensure their
effective transition into the profession.
● Early Years Education Post Graduate Certificate Course – supports schoolteachers and
practitioners by providing them with the required professional skills to develop children
in their early years of education and prepare them to be lifelong learners.
● Trainer the Trainer (TTT) – Refresher course for Master Trainers to provide them with a
conceptual background in training and practical skills to support them with their training
sessions for teachers and staff (The City School, n.d.).
Elite private schools provide on-going teacher training and development to ensure
teachers are prepared to lead and manage their classrooms to positively influence student

55
learning outcomes. Trainings are available in various methods and formats from in-house
curriculum-based training to classroom management behaviors and include certificate-based
programs to international accreditation.
Conclusion
The literature review highlighted the improvements and shortfalls of Pakistan’s K-12
education system since the country’s independence in 1947. With various policy reforms adopted
by the country, the implementation and evaluation of each policy reform remained a challenge.
As shared in this chapter, there are multiple cultural, social, economic, and political influences
contributing to poor student learning outcomes in Pakistan’s public education system with
teacher quality and training as one of the critical factors. The literature suggests structural and
policy changes will be critical in establishing and sustaining a high-performing education system
in Pakistan. Elite private schools have developed their own in-service training programs that
support ongoing teacher development and positively influence student learning outcomes.
The next chapter discusses the study’s methodology to address the research questions
posed.

56
Chapter Three: Methods
This study aimed to understand Pakistan’s elite private primary school teachers’
perceptions of critical factors contributing to an effective in-service teacher training program and
offer lessons to other schools in Pakistan. This was an exploratory qualitative study as it aimed to
understand the perceptions of the participants regarding a specific social process (Lochmiller &
Lester, 2016). Qualitative research generally seeks to make sense of the world and social life in
natural settings. The study aimed to understand how in-service teacher development program
content fostered teacher self-efficacy and supported teachers in incorporating effective
instructional practices in their classrooms. Interviews were the primary data sources for this
qualitative study.
The research questions guiding the study were:
1. How do Pakistan's elite private primary school teachers perceive in-service teacher
training as a means to build confidence to implement instructional practices and
achieve classroom goals effectively?
2. What types of institutional resources and support do elite private primary school
teachers in Pakistan perceive influence the effectiveness of their in-service Teacher
training program?
This chapter provides an overview of the organizations being studied, followed by a
detailed discussion of the sampling and recruitment strategies as well as the data collection and
analysis methods supporting the study's purpose and related research questions' findings. This
chapter addresses how credibility and trustworthiness were established, how ethical implications
were addressed, and how my role as the researcher influenced the study.

57
Organization Overview
The study focused on three elite private primary schools in Pakistan.: Beaconhouse
School System, The City School, and LACAS School Network. All three schools have multiple
campuses across Pakistan; Beaconhouse and The City School also have international locations.
Beaconhouse is an elite private school system founded as the Les Anges Montessori Academy
with 19 toddlers by Nasreen Mahmud Kasuri in November 1975 in Lahore, Pakistan. At the time
of the study, Kasuri served as the Chairperson for Beaconhouse and as a forceful proponent of
women’s empowerment in Pakistan, with women making up 62% of Beaconhouse’s employee
population. Today, Beaconhouse is much larger than a single school system. The Beaconhouse
Group is the overarching entity that manages institutions in eight countries serving over 315,000
full-time students. For this study, the focus remained on the Beaconhouse School System, which
is Beaconhouse Group’s flagship educational institution and the largest school system of its type
in the world, serving 111,200 students, with schools in Pakistan, Malaysia, and Oman.
Beaconhouse has over 146 schools in Pakistan, spanning 30 cities. The school system comprises
preschool, primary, secondary, and preparation for the International General Certificate of
Education (GCE) and local Secondary School Certificate (SSC) examinations.
Beaconhouse offers staff professional development and training resources to support
them in maintaining and advancing their skills, knowledge, and competencies. The process
includes formal coursework participation, School-Based Professional Development (SBPD),
professional experience, mentoring, collaboration, independent study, research and reflection,
and participating in activities offered by professional organizations. Figure 16 provides an
overview of the School-Based Professional Development program. The training starts with the

58
induction, including six months of mentoring support for new teachers. The in-house
professional development program focuses on curriculum orientation, need-based training,
educational technology, and PHSE (Personal, Social, Health, and Emotional) training programs.
Figure 16
SBPD Overview
Note. From www.beaconhouse.net
Established in 1978, The City School is one of the largest private school networks in the
world. The school was established at a time when the Pakistani government welcomed initiatives
to advance the educational sector, as the 1972 nationalization of the education system had
resulted in a significant decline in the instructional quality and educational facilities due to a lack
of resources allocated to education. Today, The City School has over 500 educational institutions
and services over 150,000 students globally. The City School System operates in Pakistan,

59
United Arab Emirates, Malaysia, Philippines, Oman, and Saudi Arabia. The school system’s own
professional development facility, the Center for Educational Professional Development
(CEPD), provides training and development programs for teachers, school leaders, and office
management. In-service training at The City School focuses on effective instructional practices
based on activities and classroom-like learning environment. Teachers are trained to positively
engage with students to influence long-term student learning outcomes and support the students
in gaining practical knowledge to thrive in the globalized environment.
Founded in 1987, LACAS School Network was established to bring a paradigm shift in
Pakistan’s education system. The mission of LACAS is to prepare students to understand,
contribute to and evolve in a rapidly changing society. LACAS states that it not only focuses on
effective education but also supports students in building essential competencies for success and
leadership. The department of Academics and Professional Development at LACAS serves
multiple purposes to prepare teachers to be successful in their classrooms. The department helps
teachers learn and implement healthy teaching practices through extensive incorporation of
activity and inquiry-based practices. The teacher professional development functions to support
and instill in each student and teacher a deep-rooted passion for the acquisition of knowledge for
lifelong learning. Education at LACAS has led students to become business owners, fashion
designers, scientists, musicians, human rights activists and lawyers. LACAS alumni have further
moved on to study at Harvard, Princeton, Oxford, Cambridge, and many more nationally and
internationally renowned universities.

60
Population and Sample
The population of focus for this study were schoolteachers in three of Pakistan’s elite
private primary schools, specifically the Beaconhouse school system, The City School, and
LACAS School Network. I chose these institutions because they are Pakistan's atypical private
primary school systems compared to the public institutions and some low-cost private
institutions due to their international accreditation, high student achievement outcomes, and inhouse in-service teacher training programs. These factors were essential for my study purpose, as
my goal was to understand how in-service teacher development programs at elite private schools
in Pakistan, as these are, foster teacher self-efficacy and support teachers in incorporating
effective instructional practices in their classrooms. This study was designed to help highlight
national best practices and bring lessons to other schools in Pakistan.
At the time of this study, the scholarly literature on in-service teacher training in Pakistan
was very limited, and what had been studied were various in-service teacher training programs
while the participants were in such programs. This did not address the needs of teachers in
Pakistan, and the particular in-service training methods that might have been effectively
translated into their classrooms.
As a qualitative study, the sampling for this study was nonrandom, based on convenience
as well as my own experience and judgment (Lochmiller & Lester, 2016). As a result, the
findings are not generalized to a larger population (Lochmiller & Lester, 2016). I used
purposeful and snowball sampling methods to identify and interview primary school teachers at
Beaconhouse, City School, and LACAS who had participated in their in-service teacher training
programs. Specifically, the selection criteria were teachers with at least two years of service who

61
had participated in the in-house in-service training programs. It was essential to select this
population as each participant must have attended the in-service training program to share their
perceptions. Some participants had over a decade of experience, and it was important to include
this population to understand their perceptions as they had been participating in the in-service
programs and applying the learnings in their classrooms for many years. They were able to share
their perceptions of the need and benefits for ongoing in-service training.
Once the appropriate approvals were received from the University of Southern California
Institutional Review Board (IRB), for recruitment, I used the email and text messaging methods
to contact the School System Administrators. Messaging applications were the best way to
connect with individuals in Pakistan. The email and messages included the purpose of the study,
and a request for a Zoom meeting to discuss the details virtually face-to-face. I used these
methods to formally invite the institutions and participants to participate in the study (Lochmiller
& Lester, 2016). School administrators were referred to me by local contacts in Pakistan. I
shared the purpose of the study, informed consent forms, and participant selection guidelines
with these administrators and asked them to share contacts of teachers who met the criteria with
me. At Beaconhouse, when I reached out to the referred teachers via WhatsApp, some of them
did not respond, part of it could be an unknown contact reaching out to them. Prior to their
agreement to participate in the study, informed consent forms were shared with each
participating teachers and their rights as participant were explained to them. Out of the five
teachers I reached out to at Beaconhouse, three responded and were happy to participate. One of
the teachers shared contact information for another teacher at Beaconhouse who met the study
participation criteria. I reached out to her via WhatsApp messaging and she agreed to participate

62
in the study. At LACAS, four teachers were identified by the school administrator. I connected
with them via Zoom calls and shared the purpose of the study and the informed consent form
explaining their rights as the participant, and all four agreed to participate in the study. The
administrator at LACAS shared a contact for a primary school teacher at The City School who
had transferred there. I reached out to the school principal and the teacher via email and
WhatsApp messaging requesting participation for the study. The study focused on interviewing
nine primary school teachers in total, all who met the above-described sampling criteria. As of
the 2020-21 school year, Pakistan’s public primary school has 177,652 male and 138,717 female
teachers, on the other hand, private primary schools have 21,727 male and 97,075 female
teachers (Government of Pakistan, 2021). All study participants were female as they make up
over 80 percent of the total private primary school teacher population. All referral by
administrators were for female participants, it is worth noting that all administrators were
females as well.
Data Collection and Instrumentation
The focus of the study was to understand Pakistan’s elite private primary school teachers’
perceptions of critical factors contributing to an effective in-service teacher training program.
Interviews were the primary source of data collection for this study. Interviews allowed me to
enter into the teachers’ perspective, which I might have been unable to observe or collect via
surveys (Patton, 2002). Once schoolteachers who met the sampling criteria agreed to participate
in the study, and a day and time were set that was convenient to them, interview invites were sent
via messaging. Participants were also again sent an information sheet on the study that served as
informed consent and included that interviews would be recorded upon their permission. Being

63
recorded was not a condition for participation, and although I planned to take detail notes in case
a participant declined, all participants agreed to be recorded.
As a qualitative study, it was essential to develop an organizational system for my data
prior to beginning data collection; steps included a) labeling the data clearly based on the data
type, participant pseudonym, and date of data collection, b) developing a master data table that
listed out the data sources, and c) ensuring systems were developed to store data securely once
collected (Lochmiller & Lester, 2016).
Interviews
To understand the lived experiences of primary school teachers and the meaning they
make of those experiences related to their in-service training and experiences in real-world
classrooms, interviews were the primary source of interactions with participants of this study
(Seidman, 2013). Interviews were conducted online via Zoom platform during school hours
while teachers were potentially in a classroom during a break or in another setting inside the
school that allowed privacy and confidentiality. I used the semi-structured interview format with
a mix of more and less structured questions. The interview guide included a list of questions and
topics to be discussed, but the wording and order did not need to be the same for all interviewees
(Merriam & Tisdell, 2016). However, the interview guide was helpful in ensuring that the same
lines of inquiry were used for each interview (Patton, 2002). The interview protocol is included
in Appendix B. This structure ensured that the conversation remained authentic. This also
allowed me the opportunity to ask probing or follow-up questions based on each participant’s
unique experience with the in-service teacher training programs. With the participants'

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permission, interviews were recorded to ensure participants' responses were captured as intended
when reviewing the data later. Each interview lasted approximately 30-45 minutes.
The words and format of interview questions were critical as it was essential to ensure the
participants were clear on what was being asked during the interview (Merriam & Tisdell, 2016).
Open-ended interview questions from the following categories were included: experience and
behavior, opinions and values, feelings, knowledge, and demographic questions (Patton, 2002).
These categories supported gathering data about each participant’s educational background, their
knowledge of the in-service teacher training programs, and their perceptions of and experiences
with such programs. Each participant was interviewed once, and I conducted a total of nine
interviews with the primary school teachers at Beaconhouse, City School, and LACAS. These
are English medium schools where instructions are provided in English; all participants spoke
English during their interview.
Data Analysis
Qualitative data analysis is an ongoing process requiring that I returned to the data
repeatedly as new questions and connections came up through the analysis process (Lochmiller
& Lester, 2016). Interviews were the data collection instrument for this study; hence, data
analysis began during the collection process. Early familiarity with the data allowed me to
foresee any potential challenges that might have arisen during the transcription process. A
verbatim transcript was used for each interview, including everything heard in the audio
recording (Lochmiller & Lester, 2016). As I analyzed the transcripts, I wrote analytic memos
after each interview, writing notes, comments, observations, and queries next to the interesting
and relevant data (Merriam & Tisdell, 2016). Memos are a researcher’s written reflections of the

65
data and are used as a way to record their analytic ideas and emerging findings (Lochmiller &
Lester, 2016).
I also wrote down comments and initial conclusions about the data related to my
research questions. As I began the data analysis process, I used open coding to identify any
segment of data that seemed relevant to the study (Merriam & Tisdell, 2016), identifying
empirical codes and applying a priori codes from the research questions guiding the study. As I
continued the data analysis process, I sorted through the interview transcripts to identify similar
phrases, patterns, and themes, aggregating data into analytical codes. In the third data analysis
phase, I identified pattern codes and themes that emerged concerning the study questions.
Credibility and Trustworthiness
Reflexivity is a powerful and inescapable influence in qualitative research because, as a
researcher, I was part of the world I was studying, and how the participants interact and respond
could have been influenced by the settings and role of the researcher (Maxwell, 2013). As a
researcher, I was an active participant in the research process; hence, it was important for me to
self-reflect and be self-aware of my personal opinions, perception, and biases that may have
impacted the study and the data collection and analysis processes. Throughout the data collection
process, I ensured that participants knew their rights and did not feel forced to participate by any
incentives or punishment strategies (Lochmiller & Lester, 2016).
Interviews were recorded to ensure verbatim transcripts of each participant’s responses
were available during the data analysis process, not just the notes I took based on my
interpretation of the participant’s responses. Rich data allowed me to have thick descriptions and
concrete details of concepts and perceptions shared by participants (Lochmiller & Lester, 2016).

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Recorded data was kept confidential, and being recorded was not a condition for participation,
which allowed participants to be authentic and honest in their responses.
Member checks ensured the data's findings and interpretations were plausible by sharing
them with the participants (Merriam & Tisdell, 2016). As I conducted data analysis for my study,
if further clarification was needed from a participant, I shared the transcription of the interview,
emerging concepts, and themes to ensure my interpretation of the data matched the intended
meaning of the conversation they had with me during the interview. The study findings were also
shared with participants to ensure the credibility of information and addressed any potential
biases I might have brought into the analysis, including biases regarding my views of Pakistan’s
education system based on my experience as a student in the system.
Through the multiple validations and credibility-focused strategies mentioned above, I
worked to ensure that the overall research process and outcomes were credible and reflected the
study's intended purpose.
Ethics
This research study involved participants in a primary school setting in Pakistan.
Although the organizations being studied are in a country I call my childhood home, I have been
away from it for over two decades and have never interacted with the organizations in any
capacity. While I belong to the same culture, growing up in the Western world greatly influenced
my beliefs and values. What the participants might have seen as their cultural norms may not
have been apparent to me, and I might have viewed them from a Western view; therefore, I
needed to consciously remind myself to understand and remember the cultural norms of the
participants. I assumed neutrality about the participants’ responses, and ensured I avoided

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debating or arguing regardless of how antithetical the participants’ beliefs were to mine
(Merriam & Tisdell, 2016). At the time of this study, I did not have personal or professional
interests in the educational field; however, through nonprofit work, I had plans to participate in
providing resources to educational institutions in underserved communities in the future.
Participation in this study had no intentional or personal consequences concerning me as the
researcher; however, there was a potential for ethical dilemmas arising during the data collection
and analysis process (Merriam & Tisdell, 2016) as a neutral stance could cause objectification of
others (Glense, 2011).
Participants’ understanding of the purpose of the study, intended outcomes, their role and
rights as the participants, data collection, analysis, and storage were key elements addressed
during this study. Information sheets were used to ensure participants understood their rights,
including their voluntary participation in the study and their right to withdraw at any point from
the study without any penalties (Lochmiller & Lester, 2016). This information was also shared
and discussed in detail at the beginning of each interview to ensure each participant was aware of
and fully understood their rights as a participant in this study. Participants in this study were over
the age of 18 and did not belong to a vulnerable community. Participants were informed that all
information acquired in the study would be kept confidential. While the study involved
interviews, pseudonyms ensured confidentiality.
The data collection method for this study was interviews. Before interviews were
recorded, participants were informed, and permission was requested. Being recorded was not a
condition for participation, as some participants might not have authentically responded to
interview questions when being recorded. Interview questions were carefully crafted to avoid

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disrespect or shame to the participants. I aimed to ensure that the interviewees were not harmed
due to this study (Rubin & Rubin, 2012). While I did not foresee being exposed to any
vulnerable or personal confidential information during the interviews, I ensured confidentiality
was a top priority should such an instance come up.
During interviews, I worked to show the utmost respect to all participants, including
scheduling and rescheduling interviews based on the participant’s preferences considering the
different time zones between the participants and myself, allowing participants to speak without
interruptions, explaining questions in detail as much as needed, and allowing safe space for
participants to share their thoughts and experiences. Once study data were collected, I stored it
securely in a password-protected digital folder to ensure confidentiality. While I did not want to
incentivize participation, I gave each participant an individual thank-you note and a small nonmonetary present after the completion of the study. I also plan to share the final study with the
organizations upon its completion.
Role of Researcher
Since my study method was qualitative, there was presumably less distance between
myself as the researcher and my data (Lochmiller & Lester, 2016). In qualitative studies, the
researcher has a sustained and intensive experience with the participants (Cresswell, 2018).
While I was not tied to the organizations of interest for this study, I was aware of the potential
personal biases that may exist in this study, as I grew up in Pakistan and have personal
experiences as a participant in the country’s education system. As a female and a former student
in a Pakistani school, I related to the literature regarding a lack of focus on girls’ education and
the differences in the quality of education based on geographic and socioeconomic factors. I had

69
experienced the differences in private and public education and parents’ motivation only to send
male children to private schools to provide better education for the future head of households. At
the same time, females are prepared to maintain the household. I also had my personal beliefs
and experiences with Pakistan’s political landscapes and how corruption played a role in
educational institutions.
While I had my perceptions, beliefs, and experiences, I was aware that I had been away
from the country for over 27 years and had been significantly impacted by Western culture's
experiences and beliefs. I had carefully assessed the selection of my research study topic,
research questions, participants and settings, and data collection and analysis methods to ensure
my personal desires did not heavily influence such decisions, as doing so can create a flawed or
biased study (Maxwell, 2013). As mentioned in the credibility and trustworthiness section,
reflexivity was critical throughout my study. I intentionally accounted for my assumptions,
biases, experiences, and identities throughout the research process (Lochmiller & Lester, 2016).
Including rich data, and member checking further mitigated any potential biases from the study.
A clear understanding of the goal influenced my motivation to complete the study and remain
focused on the critical elements directly tied to the study’s goal without distractions (Maxwell,
2013).

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Chapter Four: Findings
Introduction
This dissertation study aimed to understand Pakistani private school teachers' perceptions
of effective in-service teacher training programs, specifically at the primary school level.
Pakistan has dedicated pre-service teacher training educational institutions; however, many
teachers do not participate in pre-service teacher education prior to their teaching position, and
for those who do, most institutions do not provide practical training and are heavily lecturebased. While Pakistan's public schools do not offer consistent and comprehensive in-service
teacher training to provide what is missing in pre-service teacher education, private schools,
specifically elite private schools, have developed in-service teacher training programs for all
teachers by grade level. Similar to the public schools, teachers generally come to elite private
schools without previous training.
The study examined how teachers perceived these in-service training programs in elite
private schools building their self-efficacy, which positively impacted their instructional
practices. In addition, the study explored the institutional supports and resources that teachers
perceived influencing the effectiveness of in-service training programs. The purpose is to work
to provide teacher training within public schools, something that is currently absent in many
public schools. The research questions guiding the study were:
1. How do Pakistan's elite private primary school teachers perceive in-service teacher
training as a means to build confidence to implement instructional practices and
achieve classroom goals effectively?

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2. What types of institutional resources and support do elite private primary school
teachers in Pakistan perceive influence the effectiveness of their in-service Teacher
training program?
This chapter provides a brief overview of the participants of the study before presenting
the research study's findings related to each research question.
Overview of Participants
A purposeful sampling method was used to recruit nine primary school teachers from
three elite private primary schools in Lahore, Pakistan. Upon receiving approval from the
University of Southern California Institutional Review Board (IRB), I contacted school
administrators through local contacts in Pakistan. In-service teacher training happens twice a
school year, at the start of each term, at these schools. In addition, teachers can participate in
additional workshops, regional trainings, and national conferences. The school administrators
selected the participants for the study. All administrators were female and selected female
primary school teachers for the study interviews. Approximately 82 percent of Pakistan’s private
primary school teachers are female. Each teacher was interviewed using the Zoom platform
during a time most convenient for the teacher. Table 3 provides a brief overview of the
participants.

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Table 3
Overview of Participants
Teacher Name Education
Level
Pre-Service Teacher
Training
Participated in In-Service
Teacher Training at Their
Current School
Hala BA ECC Courses Yes
Eman BA No Pre-Service Training Yes
Fatima MA No Pre-Service Training Yes
Reem MA No Pre-Service Training Yes
Sadaf BA No Pre-Service Training Yes
Dua MS Attended Workshops Yes
Rajwa BA Attended Training Sessions Yes
Wafa MBA No Pre-Service Training Yes
Zara BA No Pre-Service Training Yes
Findings for Research Question 1: How Do Pakistan's Elite Private Primary School
Teachers Perceive In-Service Teacher Training as a Means to Build Confidence to
Implement Instructional Practices and Achieve Classroom Goals Effectively?
This research question was essential and included for a few reasons. Most primary school
teachers in Pakistan do not receive pre-service teacher training, as is the case for most of the
study participants, as indicated in Table 1. Because of this, effective in-service training is a
critical need for Pakistan's teachers. It is crucial to understand the impact of in-service training

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programs on teachers' confidence as it relates to their ability to implement effective instructional
practices as lecture-based teaching and rote memorization are common practice in Pakistani
schools. As noted by one of the participants, Wafa,
I don't think my education has got to do anything with the teaching career. It's just the
professional development that I have been receiving from the schools, from the British
Council, from Cambridge. It is just that that has helped me out to become a better
teacher.
During interviews with the study participants, questions around the role of formal
education and in-service training in implementing instructional practices, student engagement
behaviors, self-efficacy, and motivation were asked to discover three main findings for Research
Question 1.
Finding 1: Teacher Training on the "How" of Instructional Practices Built Confidence
Study participants indicated that one of the key learnings from their in-service teacher
training program that boosted their confidence to implement instructional practices and achieve
classroom goals effectively was learning the "how." Six of the nine study participants had no
pre-service teacher training, and the other three had limited exposure to pre-service training.
How to teach effectively, how to engage with students, how to teach a concept, how to ensure
students can retain information, and how to achieve the desired classroom goals were all areas of
focus in their in-service teacher training. The importance of “the how” was noted as essential to
building their confidence amongst all participants. Table 4 includes comments from a few of the
participants about how the in-service training has helped them build confidence as a teacher.

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Table 4
Influence of In-Service Training
Q4 - How would you describe the influence of in-service teacher training programs on your
confidence in yourself as a teacher?
Rajwa I didn’t have any experience before doing this job. So, this training helps me
a lot to implement these strategies and the many more things that I have
learned from the training session and then successfully implemented in the
class.
Reem We have done so many teacher trainings and it helps in teaching class and
how to make lesson plans, how to execute the activities, how to control the
class. When someone tells you how to do this as a resource and you are
going to do this activity, and this is how you are going to implement it in
your class. You get the point that, ok, this is how I am going to control the
class. This is how I am going to use the tools. This is how I am going to use
all the things. So, I think it helps, it helps, it really helps.
Zara Training was very necessary. We come to know how differently we can
apply all those activities, all the knowledge which they give us. When we
apply them in our class with the students, we get good responses. If you
apply those training and workshops the school has given to us, it is really fun
knowing that you have learned something.
Sadaf They teach you classroom management. How to teach students, how to
manage students, how to take tests, how to give them tests.
Although Pakistan implemented the Single National Curriculum Policy in 2018, public
and private schools still have different curriculums, as shared by the study participants. Private
schools modify their curriculums based on student learning outcomes and educator feedback.
One of the participants shared that realizing students joining Grade One were unable to write full
sentences or anything about themselves, school leadership focused on developing curriculum for
early years to bridge the gap. Each time there were updates or changes to the curriculum, inservice training was provided for teachers to learn how to effectively implement changes in their
lesson plans to influence student learning outcomes.

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Study participants indicated they learned the "how" through multiple training methods,
including classroom training, online sessions, activity-based training, role plays, and engagement
with other teachers from different schools. When sharing her experience in the in-service
program, Wafa mentioned:
Activity-based learning helps me the most because once I am involved in these activities,
I know what to do in my own classroom. I have also gone through trainings where they
just give out a document, and they don't talk much about it. So, they just ask you to read,
and they just speak, speak, speak and they go away, so you know that is hard for me to
absorb. Once they involve me in that activity, that is more helpful for me to know how I
am supposed to go about the activity in my own classroom.
In-service training taught teachers how to use new teaching practices to influence student
learning outcomes. One of the participants, Zara, shared that when struggling students started to
perform and show progress, that was one of the proudest moments for her. The in-service
trainings helped her change old methods of lecture-based teaching. Instead, she uses different
activities to engage students in the learning process. For example, instead of teaching her
students adjectives through a lecture-based method, she uses an activity where all her students
stand in a circle, there is a ball tossed around, and each student who catches the ball has to say
their name with an adjective that describes them; however, the first letter of the adjective must
match the first letter of their first name. This activity not only teaches students adjectives but also
engages them in thinking creatively. She learned about this activity in the in-service training
workshop she participated in.

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Zara also discussed how she cuts out children’s stories from newspapers and magazines
and uses them as an activity to engage students in reading comprehension. Instead of having
them only focus on the textbook, she allows students to pick a story as a reward for finishing
their class work. Students are encouraged to share what they learned in the story and answer
questions from their peers about the story they shared. She has found that peer engagement
encourages students to read more stories so they can share with their classmates and engage in
dialogue.
Eman also shared her experience with multiple training methods she had experienced
during training sessions:
It's a mix of all, depending on the area that we are covering at that time. Sometimes, we
only have very tech-based training for using streamers and different multimedia in our
classrooms. And sometimes it’s only curriculum based, you know, based on the topics
that we should be covering or the things that we should be teaching to our students. It
depends on the agenda of the training.
Eman had worked at another private school prior to her current school. She received inservice training for the first time after joining her current school. For her, learning what the
expectations were at the beginning of each term, how to manage her classroom, and how to
implement the changes to curriculum or instructional practices were the most influential factors
in boosting her confidence in her teaching practice. Each time she participated in the in-service
program, she felt more and more self-assured. The in-service training also taught her how to
focus on self-development and how to build confidence, through dedicated workshops on these
topics.

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Study participants indicated that the learning environment was also helpful as it mirrored
the classroom settings which helped teachers visualize how the activity would be executed in
their classrooms. Their ability to network with other teachers and participate in activities allowed
space for best practice sharing and understanding how students behaved in classrooms when
participating in activities with their peers. Teachers cited the learning environment to be helpful
for them in envisioning their classrooms and how to effectively implement the learnings in their
instructional practices.
Rajwa shared how interactive trainings helped her with her classroom management goals,
which included actively engaging students in the daily lessons to influence learning of concepts
while maintaining discipline around classroom behaviors. In-service training encouraged
teachers to practice activities they would be implementing in their classrooms, allowing them an
opportunity to not only experience the activity themselves as a student, but also to learn and
address any challenges they may face while implementing the activity with their students. They
also learned how to adapt quickly if the activity does not go as planned, such as technology does
not work, or student engagement is not as expected in the activity. They are taught to have back
up plans in place to ensure the expected outcome of the lesson is achieved through appropriate
planning.
English is a 2nd language for Pakistani students and often not spoken at home. Students
sometimes struggle with the English language in the classroom. One of the participants shared
that her students were struggling with spelling, and through the in-service training she learned to
use activities to teach them how to spell. She started to write the words on the blackboard, and
she would ask students to spell the word out loud, and then stomp while they spelled it out loud,

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and then clap, snap, and whisper while they spelled the word out each time. Having students
repeat the spellings 5-6 times helped them improve their spelling skills.
In addition to the classroom-like environment of in-service trainings, teachers also
appreciated the ability to network with teachers from different schools in the in-service trainings
and share ideas and best practices.
The trainings are mostly held at the head office and all the teachers from other campuses
are also there so it's a good opportunity to get to know something about the different
strategies and different methodologies from them also. What was their outcome in their
campus or what was different? What is something different that they are doing that we
should also be doing? A great thing to catch up with other teachers. – Eman
The in-service training was also described as providing best practices that showed the
“how” from around the world. Teachers were provided examples of what is happening in the US
schools and how children are managed in the US education system. Examples from Japan were
also shared where students are given responsibility in the cafeteria and other areas of school to
teach them to be a holistic citizen and learn to care for each other and learn to be responsible.
This was important for teachers in Pakistan to see, especially since most formal education only
provides the lecture-based classroom format.
Interview responses indicated that multiple training methods used to teach the "how" of
effective instructional practices had been critical to build confidence in their ability to absorb the
learnings and implement them effectively in their classrooms to achieve their goals and influence
student learning outcomes. All nine study participants shared that they learned activity-based

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teaching practices in the in-service teacher training programs instead of textbook-focused
teaching practices, which is the norm in Pakistani school systems.
Finding 2: In-Service Training Taught Teachers How to Teach for Long-Term Student
Understanding and Learning Outcomes
Rote memorization is a common practice in Pakistan’s education system (Government of
Pakistan, 2017). Eight out of the nine study participants spoke about the legacy of rote
memorization practices and how the in-service training has helped them transition away from
such practices. They shared that students are often forced to memorize entire chapters and
articles to prepare for mid-term or year-end final exams which require students to regurgitate the
materials they memorized. This practice also applies to subjects such as math, English, science,
and social sciences. Instead of learning the concepts in a practical manner and applications of
concepts, students memorize the concepts. Teachers often assign homework to memorize the
textbook materials and students are expected to repeat out loud in class what they memorized.
Standardized testing, which is a common practice in Pakistan, also uses the rote memorization
method by asking students to respond to questions based on memorization of concepts and
textbook materials. The in-service trainings helped teachers build confidence in instructional
practices that focused on long-term student achievement goals instead of focusing on rote
memorization to pass the exams. They learned to engage students in activities to learn concepts
in ways that will enable them to retain the information and apply it practically in the future.
Rajwa shared an example from her classroom:
In the classroom, for example, if I want to teach them the process of photosynthesis and
we can easily explain to them how plants can grow, which nutrients are needed for them.

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But if I assign them a seed or a plant to grow it, then they physically observe how can a
plant grow and which things it requires.
Pakistani students often struggle to think outside the box. Part of this is due to the early
childhood experiences where clothing, food choices, and social mobility of children is heavily
controlled by parents. Textbook-focused instructional practices in Pakistan also limit students’
ability to think outside the box. Wafa shared that due to this limited out of box thinking, her
students struggled with creative writing. To enhance their creative writing skills, she started
using a Red Flag Words activity where she would write prompts on the blackboard on one side
and Red Flag words on the other and students would respond to the prompts creatively by
including the Red Flag words in their responses. She shared that her students went from writing
two-three sentences per paragraph to full paragraphs with seven-eight sentences, a successful
learning outcome she attributed to her in-service training.
The in-service teacher training also helped participants learn how to involve children in
learning and how to make them feel comfortable with asking questions. Dua, one of the
participants who had attended some workshops prior to becoming a teacher, mentioned that her
focus is to teach the students how to be good citizens and be confident in society. She went on to
say that her job is not to make them quiet but teach them to speak freely and be able to
collaboratively solve their issues confidently. Although each teacher is assigned a specific
subject, through in-service trainings, teachers have learned to focus on the overall long-term
learning outcomes. Dua is not an English teacher, yet she still encourages students to learn and
understand grammar concepts in her classroom to influence their communication skills. Through

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her in-service trainings, she has learned that students must become good at communicating
effectively to become confident citizens.
Interview data indicated that in-service trainings helped teachers build confidence in
setting expectations with students and ensuring long-term learning routines were built in the
classroom. Considering the participants were primary school teachers with mostly no pre-service
teacher training, learning how to build routines for the young children was a critical need for
most of the participants. This included building routines and setting expectations around
classroom etiquettes, setting clear boundaries between playtime and study time, and teaching
children how to treat their peers, and when to talk, and when to listen. While teachers are
friendly in class, students must listen and follow directions when instructed to do so by the
teacher. These routines not only supported classroom management behaviors and student
learning outcomes but built healthy habits in young children who were still in developmental
stages and forming long-term habits and personalities. As Eman mentioned:
I just thought that we should walk into the classroom and the students will be doing
whatever we tell them to do. But it's due to the training that we had last year that I got to
know that it's better to start everything from the beginning so that the students get into a
routine, and they know that they also have to follow everything every day so that helps
build a routine for the students and for the teacher.
In speaking about how in-service teacher training built her confidence to implement
effective instructional practices that are focused on long-term student learning outcomes, Sadaf
shared that now she first encourages students to work in groups to draw or make projects. This
teaches them teamwork where each person has assigned responsibilities. As the students build

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confidence, she randomly assigns independent work so students can learn to complete tasks on
their own without help from others or the teacher. This is a different instructional practice than
the teacher-led classroom practices that are the norm in Pakistan’s education system. Textbook
focused classroom instructions with a focus on rote memorization cannot teach students how to
work in teams or be independent contributors. Wafa shared that in the in-service training, she
was taught to transition to a student-focused classroom structure where teachers speak less and
allow their students to speak more. As she implemented these learnings in her classroom, she felt
having a student-centered lesson was more effective for long-term student understanding than
having teacher centered lessons.
Each participant shared how they have gained confidence to focus on each student's longterm learning and development, instead of just focusing on the task at hand. They implemented
projects and activity-based learning models that encouraged students to think outside the box and
engage in understanding the concepts instead of rote memorization.
Finding 3: In-Service Training Taught Teachers to Treat Students as Humans and Respect
Individuality
The in-service teacher training built confidence in participants to treat students with
respect and to build trust with students by engaging and communicating with them at a human
level. Participants learned to treat each student as an individual and understand each student's
level of learning capacities. Sadaf shared her sentiment about her learnings from the in-service
teacher training programs, “They talk about speaking politely and treating them as a human
being, not being treated like an animal…We are not allowed to hit or beat or use any abusive
language with them. I am teaching my students I am their friend.”

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The use of harsh punishments and abusive language towards students negatively impacts
student motivation, self-esteem, and learning outcomes in Pakistan’s education system. Rajwa
shared that in the in-service training program, she learned to not criticize students' answers if the
students' answers were not correct or relevant to the topic or question. Instead, she learned to
further support the student in sharing their thoughts and support them in getting to the correct
answer.
Zara felt that unlike doctors and engineers, who have the opportunity to receive formal
education that provides them training and knowledge about the profession and their field of
work, teachers in Pakistan do not have that opportunity. Teachers usually learn about the
profession once they step into the teacher role and without the in-service trainings, they would
not have known how to effectively engage with students and how to positively influence student
learning outcomes. In-service training not only helped them change their strategy, but it also
helped them change their thinking. One of the training methods in the in-service training
programs was for teachers to work together and write lesson plans, discuss scenarios and
activities, and then role play those activities, including situations that may arise in classrooms.
Hala shared that in-service training helped her build good relationships with students because she
can understand them better now. She contributed this to the situation-based classroom-like
environment provided to her during in-service training. When sharing her experience in a group
activity during her training, she stated,
Obviously, when we sit in groups with teachers from different campuses…So I put
myself into that position when in a class that if I was there and I was very uncomfortable
doing something with the others, maybe the child is also uncomfortable.

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One of the participants shared that when she first joined the teaching career, she did not
know how to know who the strong and struggling students in class were and how to help either.
The in-service training had been especially beneficial for her in this space as she learned to
understand each student as an individual by engaging with them at a human level. She had
learned to engage them in conversations where they were comfortable sharing their struggles and
she learned the skills to know how to effectively help them in each case. For example, one of her
more intelligent students did not speak or engage in class. She continued to engage with him
through classroom activities and one-to-one conversation until she learned that the student was
struggling with personal matters at home. She was able to work with the family and resolve the
issues, but she felt had she not attended those in-service training sessions and learned student
engagement practices, that child would have gone unnoticed just as millions of others do in
Pakistan’s education system.
Study participants shared how they see the students as more than just a classroom but
instead they see them as a community, as a family. In the in-service training program, when
teachers practice and role play activities, they have to work with teachers from other schools. If
teachers are uncomfortable working in peer groups and engaging with peers, they get to
understand the students’ perspectives about how they might be uncomfortable with different
situations in class. Through role plays and activity-based learning, teachers also have the
opportunity to practice various situations that may occur in class during the in-service training,
which includes disengaged students, underperforming students, high achievers and how to
manage each category of students. When sharing how the in-service training helped Reem gain
confidence in building stronger relationships with her students, she stated, “We have every type

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of student in our class. We have some below average. We have above average. We have average
students. So, we keep them in our mind that this is how I have to tackle them.”
Hala and Dua also shared similar experiences highlighting the influence of in-service
training on their confidence in building stronger relationships with their students. Practicing
classroom-based situations that mirror various student behaviors helped them build confidence in
addressing those situations should they arise in their classrooms. Diligently spending time with
students to learn more about them and to understand their motivations also helped teachers react
and address classroom behaviors in an effective manner. For example, if a student did not do
their homework or is having trouble reading or writing, teachers have learned to understand the
root cause of such behaviors instead of resorting to punishment or humiliation of the student.
Some teachers, such as Dua, also used their free periods to engage with students by inviting them
to share about themselves, including their strengths and weaknesses, allowing students an
opportunity to engage with their teachers and providing them a platform to share their thoughts.
Rajwa share that most teachers in Pakistan's school systems, especially public schools, do
not engage with students at a personal level. They come to the classroom to lecture and leave
once the lecture concludes. Pakistani teachers, especially in public schools, often do not engage
students in ways that influence learning. Teachers may be focused on their personal matters,
including socialization with other teachers, reading newspapers, or sometimes the teachers are
not present in the classroom and students are free to socialize for the entire class period. She
shared an example of her maid, who is an eleven-year-old girl, attends public school and has told
Rajwa on many occasions that her teachers do not engage with them in the classroom and often
are seen spending class time enjoying leisure activities such as reading the newspaper or

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socializing with other teachers. According to the study participants, receiving training at the
beginning of each term helped teachers understand the importance of, and strengthen confidence
in, building influential relationships with students while also establishing boundaries. Eman
shared how setting routines at the beginning of the year helps her set expectations with her
students, and remaining friendly with them also helps student learning outcomes:
But you have to set the boundaries. You have to let them know that when we are
studying, it's only going to be study and actually what I think is that if you are being
frank with them, that helps better in terms of studies as well. So, they'll be able to come
to you and they'll be able to tell you there's something that they did not get. But if you
create a big gap between you and the student, they won't be able to come up to you and
tell you that I'm confused about something or there's something that I can't comprehend.
Eman and Fatima shared similar sentiments. Eman's motivation to teach was in student
learning outcomes. Her ability to teach something to students daily in a friendly and
collaborative environment and for them to take it home and use it further in life was what kept
her motivated to remain in the teaching profession. Fatima believed communication was the key
to engaging with children. She felt that if you communicate with children respectfully and in a
friendly manner, they will share their capabilities and their problems. Understanding each child's
background and needs was a key to successfully solving their learning needs in Fatima's view.
In-service teacher training helped participants understand students as individual human
beings. Through situation- and activity-based learning, the in-service training allowed teachers to
practice scenarios that may arise in class, learn different levels of student learning outcomes, and

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understand how to influence learning outcomes for each student as an individual by treating them
as such and respecting students as humans.
Summary of Findings for Research Question 1
Findings from Research Question 1 indicated the in-service teacher training programs
helped teachers build confidence through multiple training methods that were focused on the
"how" to implement the learned instructional practices. Factors such as a classroom-like
environment that allowed teachers to engage with teachers from other schools and visualize how
to implement the learned practice in their own classrooms were some of the key contributors of
an effective in-service program that led to improving teacher confidence in implementing
effective instructional practices. Student-centered learning approaches also helped teachers build
healthy connections with students that they felt led to increased student learning motivation and
outcomes. Teachers built confidence in encouraging students to ask questions, think critically,
and apply practical learning strategies to learn concepts and not rely on rote memorization.
Findings for Research Question 2: What Types of Institutional Resources and Support Do
Elite Private Primary School Teachers in Pakistan Perceive Influence the Effectiveness of
Their In-Service Teacher Training Program?
It was important to understand teachers' perceptions of institutional resources and support
that influence the effectiveness of in-service training programs to ensure critical factors are
considered when developing and implementing such training programs in other educational
institutions. The educational infrastructure in Pakistan is not stable or consistent. Some schools
do not have the capacity to provide basic resources including water, electricity, and physical
classrooms. Before making recommendations to provide additional resources, including

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dedicated training spaces, technology, training materials, or professional trainers, it is essential to
first understand the institutional resources and support factors that influence the effectiveness of
an in-service program, and which are possible in the context of Pakistani public schools.
Questions around various factors including school leadership support, resource availability, and
learning environment were asked during the interviews with study participants. Three key
findings surfaced from the participant responses.
Finding 1: Training Facilitators Need to Be Professional, Knowledgeable, and
Approachable
Challenging the instructor or trainer without retaliation or repercussions is not a norm in
Pakistan's education system due to the hierarchical structure and culture of the country. While
the teaching profession itself is generally not valued in society, nor compensated in such manner,
respecting teachers is a strict expectation for students because teachers hold a higher status than
the students. In-service training that transitioned away from this approach was seen as a positive
change and highlighted by the participants as a key influence on the effectiveness of their inservice training. Eight of the nine participants indicated that the trainer they engaged with during
their in-service training was friendly and approachable, which contributed to a motivating
learning environment. The trainers were knowledgeable, professional, and available to provide
answers and solutions to teachers' inquiries. Eman shared her experience in the in-service
training:
It's always very inclusive, we can express whatever points we have. And sometimes we
can completely disagree with the presenter and that's also ok with them since it's a very
inclusive kind of discussion that's going on. We come up with something and we can

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counter them, or we can agree with them. So, it's basically from both sides. I won't say
it's training, it's like discussion kind of training that goes on here.
Reem added to Eman's experience and shared her experience with the in-service trainer
as being very friendly and always open for suggestions, stating, “And if sometimes we are stuck,
any teacher stuck anywhere, in a very friendly way she repeats that this is how you are going to
teach it.”
The friendliness of trainers expanded beyond the training rooms and included the support
needed for online training sessions as well. Dua’s experience with online training was similar to
Reem’s classroom-based training experience. She felt that the trainers for online sessions
allowed participants to ask questions openly and provided support for the inquiries they made.
The in-service training also included online sessions with instructor-led training content as well
as e-learning based modules. At LACAS School Network and City School, most of the trainings
were held at the Head Office, while at Beaconhouse, teachers mentioned that they participated in
online sessions on a regular basis as well.
Wafa also shared similar experiences with her trainers citing that it helped to have
certified professional trainers who understood that not all teachers would have the same
takeaways from the trainings. She was grateful that teachers were able to provide input and were
in fact encouraged to provide input during the training sessions for future improvements around
content development and implementation. She cited this practice as a motivational factor for
teachers as it made them feel as if they were part of the in-service training program. Reem shared
similar remarks as she mentioned cases where the timing of the training sessions did not work
with a teacher’s schedule. Teachers could request to make training schedule changes and their

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requests were granted without any pushback. In Pakistan’s teacher-led classrooms and lecturebased instructional practices, this type of collaboration between the instructor and trainees is not
a norm. The collaboration was also a helpful learning tool for teachers to build the same type of
collaborative relationships with their students.
Data analysis indicated that teachers valued and respected trainers who were professional
and approachable as this became one of the motivational factors for them to participate in the inservice trainings offered by their respective schools. Their ability to challenge the instructors
when necessary or request additional help and clarification was a critical resource for them and,
in many ways, taught them to be the same supportive resource for their students.
Finding 2: Importance of School Leadership Encouraging and Supporting In-Service
Teacher Training
Leadership engagement is critical in any field when it comes to employee training and
development. For the in-service training programs, participants cited that teachers received
extensive support from their school leadership to participate in the in-service programs. This
included covering classrooms while the teachers attended training, providing financial support to
pay for trainings, and providing transportation assistance to and from the training sites. When
asked about how the school leadership supported her in-service training, Eman stated that the
leadership not only helped arrange the trainings, they also ensured the trainings were not a
financial burden on teachers as the school provided transportation to training sites and all the
tools and resources needed for the training were provided.
Participants shared that in-service training is critical for new teachers, they must learn
how to engage with students and know how to bring out the best in each student, and this is often

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guided by the examples set by leadership. Otherwise, teachers come to the classroom, write on
the blackboard, open the book, and tell students to learn. Students become bored after a few days
and stop engaging in learning, which is what is happening in government (public) schools in
Pakistan.
One of the schools offered teachers to join online courses offered by Western
universities. The school covered all financial costs and those teachers who attended were later
able to secure higher level positions in the education system, including becoming a principal at
other private schools. Classroom trainings took place at the head office which allowed teachers
to step away from school and be in an environment where they could focus on their learnings and
not be distracted with their daily responsibilities at their home school.
Participants also spoke of school leadership arranging observational hours for new
teachers and those seeking to learn impactful instructional practices. During these observation
sessions, teachers observed the classroom of a tenured teacher who had participated in and
successfully implemented instructional practices from in-service training. Student engagement,
instructional practices, students’ understanding of the materials, and teachers’ ability to manage
the classroom from behavioral standpoints were all part of the observations. This practice not
only helped the new teachers observing the classroom, but they were also able to provide
feedback to the observed classroom’s teacher on their strengths and opportunities, which served
as a learning platform for them as well. This was a critical factor related to how leaders could
encourage and support in-service teacher training, as while financial resources would likely be a
challenge for public schools, arranging observational sessions might be an alternative. When

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speaking about her experience with the in-service training program, Rajwa compared it to
observational classrooms. She shared:
I got much confidence because I think ok, these training sessions are very helpful for us.
And these training sessions enable us to present ourselves in these observational classes,
and if some other visitor will attend us or the students, they can learn how we are
delivering our lectures and how we are engaging them in our classrooms.
Changes and updates to the curriculum are a common occurrence in Pakistan’s education
system. As changes to the curriculum are made, school leadership need to support the
development of teacher training to address the changes and ensure teachers are prepared to
effectively use the new curriculum in class. Rajwa shared that the in-service training supported
by her leadership helped teachers understand the new curriculum and the changes, how they
should teach it to their students, and how to lesson plan according to the new changed
curriculum.
Dua mentioned that school leadership also encouraged teachers to engage in their
professional development by providing them inspirational content, including speeches from
influential people. School leadership consistently encouraged and motivated teachers to attend
trainings and workshops to further enhance their instructional practices and student engagement
behaviors.
School leadership’s encouragement and support for in-service training was critical in
teachers’ motivation to participate in the training. Although all costs to attend in-service training
were covered in the elite private schools, there may be non-financial aspects of school leadership
support that can be implemented in public schools to offset the financial challenges.

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Finding 3: Learning Needs to be a Continuous Process
Considering most teachers in Pakistan, just as the participants of this study, do not
participate in pre-service training, an environment of on-going in-service learning and training
was noted as essential. Without this, teachers are dependent on their learnings from their formal
education which can range from O-level to Master’s degree or, possibly, pre-service training. It
is also important to note that teachers’ formal education is not necessarily related to the teaching
profession, as was the case for the participants of this study. Even in pre-service education,
teachers are taught in a teacher-led textbook-focused environment and do not learn instructional
practices or student-engagement behaviors. Without consistent in-service training that provides
teachers with the appropriate tools and resources to effectively implement the ever-changing
curriculum and student needs, the education system in Pakistan, as noted by the participants, will
continue to produce and have teachers who enforce rote memorization practices and students
who cannot practically apply concepts to everyday life.
In-service training for study participants was an ongoing process, including trainings at
the beginning of each term. Teachers learned lesson planning and classroom management for the
upcoming terms and also shared strengths and opportunities from previous ones. As Dua
mentioned in her interview, “Learning is unstoppable, it's a continuous process.” Similarly, as
Wafa and Eman reflected on what influenced the effectiveness of the in-service training
program, they shared that there was a progression for teachers through professional development
trainings. Each term, they learned new strategies and improved their instructional practices. They
looked forward to having something new each year.

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Eman shared that the in-service training was not just curriculum or instructional practices
focused, it also provided teachers developmental learning. One of her in-service trainings was
focused on power skills, which included topics such as building self-assurance techniques, and
how to prevent and overcome self-doubt thoughts. She felt that participating in the continuous
in-service training strengthened her confidence as a teacher, especially as it related to
understanding student needs and engaging with them in a way that positively impacts learning
outcomes.
Hala learned social emotional learning techniques in her in-service trainings. She
mentioned that although she had been in the teaching profession for almost two decades, she still
found the on-going in-service trainings beneficial. She stated, “Learning new pedagogies was
critical and helpful as techniques are changing with time.” She was eager to participate in as
many in-service training sessions as possible as each session taught her a new skill, new ways of
thinking, or had been a refresher for an old skill she may have forgotten. She also viewed
continuous in-service training as a developmental tool for teachers that could help them grow in
the profession, including if they wanted to become in-service trainers themselves in the future.
Teachers in these elite private schools could take the learnings to any other school in
Pakistan’s education system and be successful. However, that success might be short-lived if
they moved to a school where in-service training was not offered or not consistently offered,
ultimately impacting their ability to further progress in their career.
Elite private schools provided on-going in-service teacher training that was not only
curriculum and instructional practices focused but also provided continuous professional
development opportunities for teachers. Regardless of their tenure, teachers valued the

95
continuous learning environment as it helped them learn new skills relevant to the ever-changing
environment as well as strengthen their existing practices.
Summary of Findings for Research Question 2
Findings for Research Question 2 indicated that various institutional resources and
support contribute to the effectiveness of in-service training programs. The professionalism and
approachable demeanor of trainers helped teachers be comfortable asking questions, addressing
opportunities, and building professional partnerships with knowledgeable trainers. School
leadership's support of the in-service training added value and motivation for teachers to focus
on their professional development and continue participating in the in-service training programs.
Learning is a continuous process, and providing on-going training to teachers focused on the
needs and demands of the educational environment was critical for teachers’ ongoing
professional development and student learning outcomes.
Conclusion
Starting from teacher hiring practices, public schools still do not follow the policy around
teachers’ formal education requirements which, at minimum, is a bachelors’ degree. According
to Zara and Wafa, public schools hire based on looks and age instead of qualifications and
educational background. They lack training for teachers and accountability rhythms for student
learning outcomes are almost non-existent as their focus is on admissions data which is directly
linked to funding. Teachers earning low salaries in public schools are disengaged and do not
manage classrooms effectively, leaving students to attend school mostly to engage with their
peers and friends more than the teachers. Wafa and Zara shared that the government needs to
provide resources and financial support to government schools to improve the current crisis in

96
the public education system in Pakistan. She shared the observations she has made by engaging
with people who teach and attend public schools, with the lack of student learning outcomes
worrying her for the future of children attending public schools in Pakistan.
This chapter included findings for the two research questions guiding the study, with the
aim to understand in-service teacher training in Pakistan’s private schools and to work to provide
teacher training within public schools. Participants indicated that the in-service training programs
allowed them to learn how to effectively implement instructional practices to impact student
learning outcomes and life-long learning through practical strategies. They focus on transitioning
students from rote memorization and teaching them skills to become confident citizens. Trainer
attitude, training environment, leadership support, and peer networking were key contributing
factors to an effective in-service program. Participants viewed in-service training as a critical
component of teachers' professional development and a critical factor impacting student learning
outcomes. Implementing in-service programs in all Pakistani educational institutions came up as
a key recommendation, which will be explored further in the next chapter.

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Chapter Five: Discussion and Recommendations for Practice
The purpose of this dissertation study was to understand Pakistan's elite private primary
school teachers' perceptions of effective in-service teacher training in order to gain insights and
provide practical lessons for Pakistan's public schools. Most teachers in private and public
schools in Pakistan have not engaged in pre-service teacher training or teacher education before
beginning their positions. Further, most teachers in Pakistan's education system do not have the
opportunity to participate in in-service teacher training as it is either not offered by the K-12
schools, especially public schools, or the training is not relevant or practical. Elite private
schools have developed their own in-service teacher training programs. Teachers in these elite
private primary schools participate in the in-service training on an ongoing basis. The study
focused on understanding teachers' perceptions of their in-service training, including how it
supported them in building confidence to implement effective instructional practices. The study
also explored the resource and support factors that influenced the effectiveness of in-service
training for elite private primary school teachers to gain lessons that can be brought to Pakistan's
public schools. Nine teachers from three elite private primary schools in Pakistan were
interviewed for this study. The research questions guiding the study were:
1. How do Pakistan's elite private primary school teachers perceive in-service teacher
training as a means to build confidence to implement instructional practices and
achieve classroom goals effectively?
2. What types of institutional resources and support do elite private primary school
teachers in Pakistan perceive influence the effectiveness of their in-service teacher
training program?

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This chapter will discuss the study's findings and include recommendations for how
Pakistan's public schools can implement in-service training. The chapter will conclude with a
discussion of the study's limitations, delimitations, and recommendations for future research that
may further explore teacher training in Pakistan's education system.
Discussion of Findings
This section will discuss the findings shared in Chapter Four, connecting the findings to
scholarly research along with data collected by the Ministry of Education in Pakistan.
Discussion of Findings for Research Question 1
Research Question 1 focused on understanding how teachers perceived their in-service
training in helping them build confidence in implementing effective instructional practices to
achieve classroom goals. Findings for this research question indicated that most teachers did not
participate in teacher training before joining the profession. Teaching is not considered an
attractive career in Pakistan, especially for middle- and upper-class families, and it is viewed as a
low socioeconomic profession (Razzaque, 2013). The 2009 National Education Policy required
that elementary-level teachers must have a bachelor's degree in education (Government of
Pakistan, 2009). However, most in the profession have education in fields unrelated to teaching,
which was also the case for the participants of this study. Without effective in-service teacher
training focused on practical instructional methods, public and private school teachers remain
focused on teacher-led classroom instructional practices that promote rote memorization and
textbook-based teachings. An ineffective circle that repeats itself generation after generation.
Siddiqui (2023) stated that "textbooks occupy the most important role in most of our school

99
systems. It is a prevalent belief that the role of the teachers is to teach textbooks, and completion
of textbooks is considered the greatest concern of school administration" (p. 99).
As of the 2020-21 school year, Pakistan's K-12 education system had 2.1 million teachers
in the public sector and 1.2 million in the private sector (Government of Pakistan, 2021). The
2009 National Education Policy stated that teacher education curricula should include training
for student-centered teaching, cross-curricular competencies, and an on-site component
(Government of Pakistan, 2009). While the intent might have been present, the 2009 National
Education Policy remained a suggestion without appropriate implementation and follow-up
strategies. The 2017-2025 National Education Policy indicated that there continued to be many
untrained and less qualified teachers in Pakistan's education system and the number was growing
continuously; further, teacher educators in most teacher education institutions lacked
qualifications and relevance to their jobs. The policy further explained that the in-service
programs were mostly short-term, not linked to the professional development of teachers, and
were not threaded in a developmental sequence (Government of Pakistan, 2017).
Just as doctors and lawyers need to continue their learning to keep up with the profession,
teachers need to also receive on-going training to become effective in their profession (Amadi,
2013). Teachers in elite private schools, on the other hand, attend in-service teacher training
offered by the school systems. According to the study participants, in-service training helped
teachers build confidence through activity and situation-based learnings that mirrored the
classroom environment to ensure teachers could envision the activity and scenarios in their
classrooms as they practiced the concept application in training. Activity-based learning fosters
deep and meaningful learning experience as the learning is both “heads on” and “hands on”

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(McGrath, 2011). Teachers also learned new pedagogies that helped them support students in
learning the concepts taught in class through different activities and applying concepts in various
ways to enforce long-term understanding. Well-prepared educators are the most fundamental of
all resources for an adequate and equitable education system (Hammond, 2010). Killian and
Crow’s (2011) Seven Standards of Professional Learning were introduced in Chapter Two and
can be applied to the study findings as the participant data indicates that in-service teacher
training programs in Pakistan’s elite private schools deliver the expectations set by the Seven
Standards. Learning design is one of the standards. The in-service training in these elite schools
is intentionally designed with student learning outcomes in mind.
Learning Design: Professional learning that increases educator effectiveness and results
for all students integrates theories, research, and models of human learning to achieve its
intended outcomes (Killian & Crow, 2011).
Healthy, safe, and protective learning environments foster quality education, where
students feel protected from mistreatment and violence from teachers and school managers
(Government of Pakistan, 2016). Countries such as Singapore and Finland with robust education
systems use rigorous selection methods to ensure teachers have a proven ability to work with
children in order to deliver effective student learning outcomes (Hammond & Rothman, 2015).
Through the in-service training, participating teachers discussed that they learned how to engage
with students at a human level and how to use compassion and understanding to motivate student
learning instead of punishment through harsh words, humiliation, or physical punishments,
including beating the students. This is supported by research that suggests that teachers’ ability
to attend to students’ emotional and social needs is more impactful than specific instructional

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practices for students having difficulties adjusting to classroom environment; the social and
emotional support also positively reduces the retention gaps between high at-risk and low at-risk
students (Hamre & Pianta, 2005). According to the 2017 – 2025 National Education Policy, lack
of teacher commitment, teacher absenteeism, and harsh treatment of children are among the key
factors contributing to high dropout and low retention rates of students in Pakistan's education
system (Government of Pakistan, 2017). In-service training provided teachers with the training
and resources to understand how to treat students as individuals, how to understand their learning
capacities, and how to implement instructional practices and student engagement behaviors that
addressed the needs of each student. Pakistan's youth is perceived to lack creative learning,
reflective thinking, and overall higher cognitive skills required to thrive in the current globalized
environment, a result of low quality of education due to the incompetence of teachers and a focus
on rote memorization instead of activity-based learning (Government of Pakistan, 2017).
Activity-based education allows the students opportunities for “learning by doing” instead of rote
memorization and just restating facts (McGrath, 2011). Students need the type of knowledge that
transfers from one situation to another, where students have the capability to understand the
basic principles, analyze information, see connections, and strategically solve problems
(Hammond, 2010). Connecting the impact of in-service teacher training with student learning is
one of the Seven Standards of Professional Learning:
Outcomes: Professional learning that increases educator effectiveness and results for all
students aligns its outcomes with educator performance and student curriculum standards
(Killian & Crow, 2011).

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Public primary schools have a 38 to 1 student-to-teacher ratio, while private primaries
have 18 to 1, according to the 2021 Pakistan Education Statistics Report (Government of
Pakistan, 2021). While the student-to-teacher ratio might play a critical role in teachers' ability to
attend to each student, the study participants mostly had 25-30 children in their classrooms,
indicating it can be achieved with larger class sizes, especially since the same students are with
their teacher for the entire school year. Primary schools also face a teacher shortage due to
teacher availability (Government of Pakistan, 2021), which often leads to hiring unqualified
teachers who have not completed formal higher education. This, again, violates the 2009 and
2017-2025 National Education Policies, which state that the Government should take measures
to ensure teacher recruitment, professional development, and promotions are based on merit
only. Proactive teacher recruitment systems should find and develop effective teachers and
school administrators (Hammond, 2010). The in-service training provided by elite private
primary schools was expressed by the study participants as crucial in Pakistan's educational
system under these circumstances, where teachers join the profession without formal training or
education, and retention of teachers is critical to addressing teacher shortages. The Seven
Standards of Professional Learning include data which supports the development and
implementation of effective in-service teacher professional development:
Data: Professional learning that increases educator effectiveness and results for all
students uses a variety of sources and types of student, educator, and system data to plan,
assess, and evaluate professional learning (Killian & Crow, 2011).
Discussion of Findings for Research Question 2

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Research Question 2 focused on the teachers' perceptions of institutional resources and
support that influenced the effectiveness of their in-service training programs. The findings for
this research question were surprising as not a single participant discussed the physical elements
such as infrastructure, facilities, and essential resources such as water or electricity as key factors
with any impact or influence on the effectiveness of the in-service training. This is important to
note as the purpose of this research study was to provide feasible recommendations for public
schools regarding in-service teacher training. Public schools are very limited on resources, but
the study findings indicate that some in-service training objectives can be achieved within the
available resources public schools have access to.
Findings for Research Question 2 indicated that one of the most important factors
influencing the effectiveness of in-service training was the professionalism and approachable
demeanor of the trainer. They not only felt comfortable reaching out to the trainer for support
and inquiries but also felt confident in challenging the trainer when needed without fearing
retaliation. The trainers were subject matter experts in the curriculum, student engagement
techniques, and effective instructional practices. Participants also had the opportunity to network
with teachers from other schools and grades, and learn best practices. As suggested by research,
learning motivation is enhanced when the training environment is supportive, such as, an
approachable trainer and helpful peer participants (Lovett et al., 2023). Learning communities
are another one of the Seven Standards of Professional Learning:
Learning Communities: Professional learning that increases educator effectiveness and
results for all students occurs within learning communities committed to continuous
improvement, collective responsibility, and goal alignment (Killian and Crow, 2011).

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Climates where the leadership encourages subordinates to participate in training and
apply the newly learned skills on the job support the transfer of knowledge to behaviors on the
job (Kirkpatrick & Kirkpatrick, 2006). School leadership encouraged teachers to participate in
the in-service training programs, and the educational institution covered the costs related to the
training. Leadership is included in the Seven Standards of Professional Learning:
Leadership: Professional learning that increases educator effectiveness and results for all
students requires skillful leaders who develop capacity, advocate, and create support
systems for professional learning (Killian & Crow, 2011).
It is also the school leaderships’ responsibility to provide teachers time during the school
day to participate in professional development programs and collaborate with other teachers on
instructional plans (Odden & Picus, 2020), which was seen with the participants in this study.
Killian and Crow’s Seven Standards of Professional Learning include resource allocation:
Resources: Professional learning that increases educator effectiveness and results for all
students requires prioritizing, monitoring, and coordinating resources for educator
learning (Killian & Crow, 2011).
Continuous learning was also promoted in these elite schools where teachers had the
opportunity to participate in on-going professional development that not only focused on
technical skills but also supported building behavioral, situational, and interpersonal skills and
competencies. Changes to instructional practices were implemented on an on-going basis
depending on the needs of the teachers and the external environmental factors. The Seven
Standards of Professional Learning include implementation with the objective of long-term
impact:

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Implementation: Professional learning that increases educator effectiveness and results
for all students applies research on change and sustains support for implementation of
professional learning for long-term change (Killian & Crow, 2011).
Recommendations for Practice
This section will provide recommendations related to the study's key findings.
Considering Pakistan's long-standing struggle with implementing effective strategies to promote
teacher education and training and improve learning outcomes, these recommendations provide a
balance of strategies that could be implemented in the near-term and recommendations that
would be longer-term and require financial intervention by the Government of Pakistan. By and
large, Pakistan's public schools do not offer effective in-service teacher training programs. These
recommendations offer a roadmap for education stakeholders and the Government of Pakistan to
provide teacher training opportunities within the current environment while systemic changes
can be made to develop long-term in-service training programs. Table 5 shows the short and
long-term recommendations based on the findings for each research question.
Table 5
Recommendations for Practice
Research Question Findings
RQ 1 - How do Pakistan's elite private
primary school teachers perceive in-service
teacher training as a means to build
confidence to implement instructional
1- Teacher training on the "how" of
instructional practices built confidence.
2- In-service training taught teachers how to
teach for long-term student understanding
and learning outcomes.

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practices and achieve classroom goals
effectively?
3- In-service training taught teachers to treat
students as humans and respect
individuality.
RQ 2 - What types of institutional resources
and support do elite private primary school
teachers in Pakistan perceive influence the
effectiveness of their in-service Teacher
training program?
1- Training facilitators need to be
professional, knowledgeable, and
approachable.
2- Importance of school leadership
encouraging and supporting in-service
teacher training.
3- Learning needs to be a continuous process.
Short Term Recommendations:
1- Build partnerships with private schools offering in-service training.
2- Provide Technological Resources for Distance Learning to School Teachers in Rural and
Remote Areas
Long Term Recommendations:
1- Develop and implement education system evaluation and accountability processes related
to in-service training programs
2- Allocate sufficient financial resources to the education system.

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Short Term Recommendations
Recommendation 1: Build Partnerships with Private Schools Offering In-Service Training
Pakistan's private schools, especially elite private schools, have developed in-service
programs as validated by the participating institutions of this study. The education system in
Pakistan should develop mechanisms to support the exchange of learning and build long-term
partnerships between public and elite private schools. This could start with a pilot program at
select elite private schools developing a partnership with a pre-selected number of local public
schools. Public schools could select how many and which teachers would participate in the elite
partnership pilot program. Through this program, networking events could help public school
teachers engage with elite private school teachers to learn and share best practices, learn new
ways of thinking and teaching, and build long-term partnerships to continue to build confidence
in their teaching practices.
Induction. As part of the pilot program, all new teachers joining public schools could be
required to attend a one-to-two-week induction training at the elite private school. Intensive
professional development is critical for all new teachers (Odden & Picus, 2020). While public
and private schools may not have the same curriculum, the in-service training at these elite
schools is focused on student-focused instructional practices. Interactive and participatory
methods are critical skills for teaching and learning (Government of Pakistan, 2016). Public
school teachers could learn how to incorporate activities into their instructional practices. They
could learn how to build trust with their students and engage them in conversations that promote
learning outcomes.

108
Observational Learning. Through these partnerships, public school teachers could also
participate in observational learning. Behavior change occurs through observational learning,
even when the observations are incidental (Fryling et al., 2011). The participating public school
teachers could observe classrooms and student-focused instructional practices private school
teachers learned in their in-service training. They could witness how private school teachers
engage students in activity-based learning, how they treat students in the classroom, and how
students are empowered to share their thoughts and opinions without fear of retaliation or
punishment. Observational learning has significant influence on job readiness (Rojuli et al.,
2017). Observational learning can help public school teachers build confidence in their
instructional practices by bringing the learning back to their school and educating other teachers
about what they observed. During observation learning, the observer can evaluate effective or
ineffective performance strategies by selecting essential information and reconstruct the learned
behavior for themselves (Cordovani & Cordovani, 2016).
Public schools could also invite elite private school teachers to observe their classrooms
and provide feedback for improvement. Elite private school teachers could provide helpful tips
around activity- or practical learning-focused instructional practices instead of lectured-based
teacher-led, which is the norm in public schools.
School Leaders and Head Teacher Training. Public schools could send their head
teachers to participate in the in-service training offered by private schools. Through public-elite
private school partnerships, head teachers and school leaders could attend in-service training
continuously and hold training sessions in their schools upon their return. Head teachers should
be promoted based on their ability to impact student learning outcomes, instructional practices,

109
and influence positive change. Head teachers are often the roadblocks for new teachers wanting
to implement new pedagogies and student engagement behaviors. Providing in-service training
to head teachers would support the new teacher population in building confidence to implement
new instructional practices as they receive support from head teachers and school leaders.
Recommendation 2: Provide Technological Resources for Distance Learning to School
Teachers in Rural and Remote Areas
Teachers in elite private schools were also encouraged to attend conferences and training
outside the school, which provided in-service training. Some participants indicated they have
attended various national and international conferences and training programs, such as the
Cambridge International Certificate Training for Teaching and Learning (CICTL) program.
Considering the limited resources available at public schools, attending international conferences
might not be feasible; however, online documents, virtual training, and other cost-free virtual
resources can be made available for public school teachers. Online professional development can
help teachers gain knowledge, increase capacity to apply and implement research-based practices
in their classrooms (Tyler et al., 2015). As the online and distant learning practices continue to
evolve, a key open source content medium is the Open Education Resources (OER) system. OER
is defined as the various mediums of teaching and learning resources that are accessible at nocost with no or minimal restrictions; OER is utilized and valued by many government
organizations. Countries such as the Kingdom of Bahrain, Canada, and Brazil have adopted OER
policies as part of their strategies to develop a quality education system and improve student
learning outcomes (UNESCO, 2016). Pakistan can utilize the OER system not only for its public
schools but also for teachers in rural areas. A key feature of OER is the user’s ability to

110
download and modify content, since internet stability is not guaranteed in Pakistan’s rural areas,
OER can be used to download the training content for future use as well as modified to local
context. In addition to OER, free platforms such as YouTube, social media, and online forums
could also be used to educate Pakistan’s teacher who do not have access to in-service training.
Since elite private schools are primarily in urban areas, through appropriate allocation of
funds to the public sector schools, the Government of Pakistan along with NGOs and private
organizations could provide technological resources to schools geographically challenged with
mobility for teachers. Teachers from these schools could join the in-service training virtually and
still participate in professional development opportunities otherwise unavailable. Satellite
training could be offered to rural schoolteachers on an ongoing basis. They could also be
provided online content, training materials, and activity-based learning materials they could
follow when attending the online training sessions. Public schools that were not close to private
schools offering in-service training could also adopt these virtual training methods.
Long Term Recommendations
Recommendation 1: Develop and Implement Education System Evaluation and
Accountability Processes Related to In-Service Training Program
The lack of evaluation plans and any system of accountability is one of the biggest
challenges in Pakistan's education system and the country, overall. Lack of evaluation strategies
leads to no change in behavior and practices in Pakistan's education system (Government of
Pakistan, 2009). The impact of educational policies, initiatives, and factual evidence of impact is
rarely visible in Pakistan's education system due to a lack of performance evaluation methods

111
(Government of Pakistan, 2016). Instead of developing new national education policies, the
Government of Pakistan should develop an evaluation plan for its existing policies.
The 2009 and 2017-2025 National Education Policies state the "what" and the intended
impact of each "what" but do not mention how the impact of each "what" will be measured and
evaluated. Evaluation can be used as a tool to measure and assess performance as well as a
professional development tool to improve instructional practices, both are critical in producing
systemic improvements in student learning outcomes (Papay, 2012).
Pakistan's education system is at a point where strategic plans need to be implemented
through an effective evaluation system of accountability; otherwise, the country will continue to
postpone its educational goals to another day and another policy (Government of Pakistan,
2017). As educational policies are designed, assessment and evaluation steps must also be
developed, including how much government funding must be allocated for each policy or
initiative to be successfully implemented and sustained for proper evaluation. Evaluation helps
determine the effectiveness of a program and ways in which it can be improved (Kirkpatrick &
Kirkpatrick, 2006). The government of Pakistan should implement evaluation measures to assess
the effectiveness of its teacher training programs and determine the influence of such programs
on teacher development and learning outcomes. The four-level evaluation method by Kirkpatrick
and Kirkpatrick (2006) is one example of a system of evaluation that could be used to measure
in-service teacher training programs for Pakistan's public schools.
Level 1: Reaction. Reaction is a measure of customer satisfaction, the reaction of those
who participated in the learning (Kirkpatrick & Kirkpatrick, 2006). For the in-service training, a
training satisfaction survey could be administered following each training immediately after the

112
session ends. This could help increase the participation rate. Once participants return to their
work settings, they may not complete the survey for various reasons including time constraints,
task priority, or they simply can forget. In Pakistan, survey responses must be anonymous to
allow space for honesty and transparency without fearing retaliation or repercussions. Positive
reactions are important, although they may not ensure learning; negative reactions indicate
learners may not be motivated to learn (Kirkpatrick & Kirkpatrick, 2006). Key categories to
consider when designing the training satisfaction survey could include:
● Trainer Attitude, Professionalism, and Knowledge
● Content Relevance to Classroom Needs
● Flexibility of Training Methods
● Availability of Tools & Resources
● School Leadership Support for Teacher Participation in Training
Study participants’ responses indicated all five factors were present in their in-service
training programs. Trainers were professional, knowledgeable and approachable. The training
environment reflected real world classroom environments and activity-based learning methods
supported the teachers in learning how to implement the learned practices in their classrooms.
Training methods were flexible including online learning, activity-based learning, observations,
and role plays. School leadership supported teachers’ participation in the in-service training
through financial allocation for transportation, classroom coverage, as well as providing the tools
and resources needed to participate in the in-service trainings and implement the learning in
classrooms.

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Survey results need to be diligently reviewed, and opportunities shared by the learners
would need to be carefully addressed in a timely manner to ensure in-service training programs
were delivering the experiences sought by the learners as well as the expected learning
outcomes. Depending on the circumstances, survey results could also be shared with school
leadership to indicate the needs and demands of the in-service program by the participants.
Level 2: Learning. According to Kirkpatrick and Kirkpatrick (2006), one or more of the
following must occur for learning to take place: Skill is improved; Knowledge has increased;
and/or Attitudes have changed. In-service training programs should focus on capacity building
for teachers in identified deficiency areas, educational leadership, contextualizing education,
community development, and other education areas for sustainable development (Government of
Pakistan, 2017). A training program should be able to influence a change in learner attitude,
improve knowledge, and/or increase the learner's skill level (Kirkpatrick & Kirkpatrick, 2006).
The government of Pakistan should implement measures to gauge participants' learning in the inservice teacher training programs. It would be important for head teachers and school leadership
to meet with the teachers returning from in-service training to learn about their experience and to
understand the tools and resources they may need to implement the training in their classrooms.
Observational sessions should be scheduled once the teacher feels confident with their newly
implemented instructional practices to provide feedback, including recognition, and to educate
other teachers. Study participants in elite private schools indicated that as they started to
implement effective instructional practices in their classrooms, other teachers from their school
were invited to observe their classrooms to not only learn the new practice but also provide
feedback to the teacher about the strengths and opportunities of their instructional practices.

114
Learning how to implement their learnings in the classroom was a critical factor in their ability to
successfully implement new instructional practices.
Level 3: Behavior. Behavior change is often the ultimate goal of any training program.
Behavior is defined by the extent to which a behavior change has occurred (Kirkpatrick &
Kirkpatrick, 2006). Kirkpatrick further continues that in order for behavior to change, the
following conditions must be met:
1. The person must have a desire to change.
2. The person must know what to do and how to do it.
3. The person must work in the right climate.
4. The person must be rewarded for changing.
Teachers are more likely to apply learnings from in-service training to their classrooms if
the training is relevant to their classrooms (Cheng, 2016). Appropriate and relevant training
content and the professionalism and competency level of the trainer will control the delivery of
the first two conditions in the in-service training program. As the study findings indicated,
teachers in elite private schools were motivated to implement the learning from their in-service
trainings because they learned how to implement, how to engage with students, and how to
positively influence student learning outcomes. As public schools train the head teachers and
develop trainers for in-service teacher training programs, it will be crucial to ensure that the
trainers are professional, knowledgeable, and possess the ability to impart practical knowledge to
influence learning outcomes. Political appointments and nepotism should be avoided when hiring
and selecting trainers for in-service training programs. The third condition depends on the school
leadership and head teachers, who often do not allow teachers to implement new processes in

115
Pakistan's current public school education system. In cases where public schools develop their
own in-service training programs, it will be important to include school administrators and head
teachers in the development of such programs to foster a positive environment (Kirkpatrick &
Kirkpatrick, 2006). Accountability measures for student learning outcomes should also be tied to
the performance metrics for school leadership and head teacher promotional opportunities.
Preventing and discouraging are two climates where learning from in-service training programs
will not transfer to behavior on the job (Kirkpatrick & Kirkpatrick, 2006). School leadership and
head teachers should also be encouraged to attend the in-service training sessions to understand
the new pedagogies and student engagement behaviors and their necessity in the current
globalized educational environment. Familiarity with the training materials can be a helpful
factor in creating a positive support environment. School leadership and head teachers should
also meet with the in-service trainers regularly to address their teachers' needs and the training
curriculum. This will also help ensure the training content's relevancy and the leadership buy-in
in the in-service training. Study participants indicated school leadership supported their inservice training participation through financial accommodations, classroom coverage, and
providing opportunities for observational learning. Each elite primary school included in this
study had a commitment to teacher development as part of their mission and overall strategy to
influence student learning outcomes.
Upon return of the participants from in-service training, school leadership and head
teachers should encourage teachers to implement the newly learned pedagogies in their
classrooms. Promotional opportunities should consider teachers' professional growth, innovative
instructional practices, and student learning outcomes instead of seniority-based or political

116
promotions. With the appropriate government budget allocation to education, monetary
incentives can also be allocated to teachers who complete the in-service teacher training
programs, and a positive behavior change can be witnessed through instructional practices,
student engagement behaviors, and learning outcomes. Without sufficient budget allocations,
school leadership and head teachers can also use non-monetary recognition for teachers
successfully participating in the in-service training programs. If no change in behavior occurs,
reaction and learning must be evaluated to determine whether the lack of behavior change
occurred due to an ineffective training program or wrong climate and absence of rewards
(Kirkpatrick & Kirkpatrick, 2006).
Level 4: Results. The results of the in-service training programs need to be categorized
into the short-term and long-term phases. New pedagogies and changes in student engagement
behaviors will become visible in the short-term and can be witnessed through observational
classroom practices. Sustainable student learning outcomes will need to be measured long-term
by test results and students' ability to apply concepts learned in the classroom to practical life and
improve their cognitive skills. According to the 2017-2025 National Education Policy, the
objectives of Pakistan's teacher training policies are:
To prepare qualified, competent, committed, and quality- conscious teachers, educational
managers, leaders, and teacher educators who may promote the cognitive skills and
dispositions required for developing a sustainably developing society among learners.
They are also sensitive and responsive to the social context of education and are committed
to inclusive education for the disabled and socially and economically disadvantaged.

117
These objectives cannot all be measured in terms of data or financial outcomes. Teacher
and student engagement, leadership behaviors, morale, school culture, and other factors will start
to be visible as the positive impact of in-service training starts to take place.
If implemented effectively, the in-service programs will be essential in closing the gaps
between the educational outcomes of elite private schools and public schools in Pakistan's
education system. Training programs must be effective and promote teacher motivation to
participate in the in-service training and transfer the knowledge to their classrooms. Consistency,
accuracy, and transparency in the evaluation methods are critical to achieving these expected
outcomes. Evaluation methods need to be unbiased and reliable; planning and development of
such methods will require financial allocation and time as a rigorous evaluation system is
resource intensive (Papay, 2012) The evaluation program recommendation is made with the
consideration that it will require change management at multiple levels in Pakistan’s education
system. It will require acceptance from those involved in and impacted by the changes
(Kirkpatrick & Kirkpatrick, 2006). Since the country’s independence, several education policy
reforms have been introduced, including an emphasis on in-service training, but not much has
changed due to a lack of evaluation and accountability. The National Education Policies must
include evaluation and accountability plans for each proposed policy, including the stakeholders
responsible for implementing and enforcing such policies.
Recommendation 2: Allocate Sufficient Financial Resources to the Education System
The government of Pakistan has implemented various reforms and education policies to
address the country's population's poor learning outcomes and high illiteracy rates. Each new
policy is designed and developed because the previous one failed to address the educational gaps

118
and did not deliver the expected results. Ultimately, the critical challenge that needs to be
addressed is the government's lack of allocation of funds to education. Compared to other
countries, Pakistan's spending on education remains one of the lowest percentages of its total
GDP (Khan, 2019). Pakistan, on average, spends two percent of its GDP on education, of which
92 percent is allocated to operational costs such as salaries, leaving approximately eight percent
of allocated funds to be spent on addressing improvements, teacher development, and
infrastructure needs. The 2009 National Education Policy stated, "The Government shall commit
to allocating 7% of GDP to education by 2015." The 2009 National Education Policy was
developed due to the 1998-2010 National Education Policy review, which indicated that it failed
to deliver the expected outcomes. The 2017–2025 National Education Policy was later developed
because the 2009 National Education Policy also failed to deliver the expected outcomes. Figure
17 shows Pakistan's total GDP allocation since 2009.
Figure 17
Percent of Total GDP Allocated to Education
Note. From The World Bank Data
2.6
2.3 2.2 2.1
2.5 2.5
2.7
2.4
2.1
2.3 2.2 2.1
1.7
2
0
0.5
1
1.5
2
2.5
3
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
% of Total GDP Allocated to Education
% of Total GDP Allocated to Education

119
Regardless of the field, if strategic improvement policies are to be implemented in an
organization in any sector, appropriate financial resource allocation is critical to ensuring the
intended implementation and execution of the proposed policies. Developing new strategies or
policies without adequate financial resource allocation, implementation plans, and evaluation
strategies cannot lead to the desired change. Through appropriate distribution of costs and
benefits, policy solutions need to be designed to maintain functionality overtime; assumptions
about inflation, demographic changes, and technological advances must be considered when
allocating financial resources during the policy design and development process (Capano &
Woo, 2018).
To address the low performance of the education system and the vast economic
development implications of this low performance, the government of Pakistan would need to
allocate at least four percent of its GDP to education, which is the minimum allocated by most
countries in prioritizing educational outcomes. A portion of the funds should be allocated to
teacher training and development. The 2009 and 2017-2025 National Education Policies
indicated the government’s desire and commitment to allocate financial resources to teacher
education programs. This long-standing commitment should be delivered to ensure quality and
effective teaching practices in Pakistan’s public schools. Effective teachers are critical to student
learning outcomes and school improvements (Papay, 2012). Effective teacher training programs
can potentially be a cost-effective and lasting approach to improve student achievement
(Bouguen, 2016). Interestingly, the critical factors shared by the study participant did not include
costly materials or resources, instead, they saw the in-service training methods, the

120
characteristics of the trainer, and leadership support as the critical factors influencing effective
in-service training programs. Even with the recommended elite private school partnership pilot,
the in-service training efforts will require financial allocation for administration, travel, and other
expenses (Odden & Picus, 2020). Most teachers in Pakistan’s public schools are untrained and
unprepared to implement effective instructional practices, and lack of in-service training further
adds to the challenge. Each province and school district could have an annual teacher training
and development budget allocation and be held accountable for reporting how the training funds
were utilized and the spending outcomes. Instead of developing new training curriculum and
materials, the government of Pakistan could allocate a portion of the funds to elite private school
training programs and provide public school teachers in-service training through the existing
private school programs. In areas where elite private schools are not close to public schools,
funding would need to be allocated to hire competent and professional teacher educators with the
qualifications and competencies to be effective in-service trainers.
The Seven Standards of Professional Learning can be used as the guiding conceptual
framework for the above recommendation to improve in-service teacher training in Pakistan’s
public sector education system. Table 6 highlights the recommendations along with
corresponding Seven Standards of Professional Learning recommended by Killian and Crow
(2011).

121
Table 6
Seven Standards of Professional Learning
Recommendations Seven Standards of Professional Learning
Build partnerships with private schools
offering in-service training.
-Induction
-Observational Learning
-School Leadership & Headteacher Training
Learning Design: Professional learning that
increases educator effectiveness and results for
all students integrates theories, research, and
models of human learning to achieve its intended
outcomes.
Learning Communities: Professional learning
that increases educator effectiveness and results
for all students occurs within learning
communities committed to continuous
improvement, collective responsibility, and goal
alignment.
Leadership: Professional learning that increases
educator effectiveness and results for all students
requires skillful leaders who develop capacity,
advocate, and create support systems for
professional learning.
Provide Technological Resources for
Distance Learning to School Teachers in
Rural and Remote Areas
Resources: Professional learning that increases
educator effectiveness and results for all students
requires prioritizing, monitoring, and
coordinating resources for educator learning.
Develop and implement education system
evaluation and accountability processes
related to in-service training programs.
-Reaction
-Learning
-Behavior
-Results
Data: Professional learning that increases
educator effectiveness and results for all students
uses a variety of sources and types of student,
educator, and system data to plan, assess, and
evaluate professional learning.
Outcomes: Professional learning that increases
educator effectiveness and results for all students
aligns its outcomes with educator performance
and student curriculum standards.
Allocate sufficient financial resources to the
education system.
Implementation: Professional learning that
increases educator effectiveness and results for
all students applies research on change and
sustains support for implementation of
professional learning for long-term change.

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Limitations and Delimitations
Limitations are influences that the researcher cannot control, and delimitations are the
boundaries set by the researcher that need to be addressed (Creswell, 2014). Lack of time spent
in the field was a limitation of this study. A couple of factors contributed to this limitation which
included the politically unstable and unsafe environment in Pakistan and the short timeline to
gather data for this dissertation study. I could not wait for the country to stabilize to travel in
person and collect the data. In addition, participant interviews were conducted via Zoom, a
virtual platform, which did not allow for the human connection a face-to-face in-person
interview may have provided. Due to limited network bandwidth, connection stability issues
might have impacted the respondents' comfort level and time spent responding to the interview
questions. Participants were aware that they were being recorded, which could potentially
influence how they interacted and responded to the interview questions (Merriam & Tisdell,
2016).
Another limitation of this study was the selection of participants. All three educational
institutions are prestigious, internationally accredited school systems, and their reputation is
essential to these organizations and stakeholders. While the participants were transparent with
their responses, it is unclear whether there are teachers in these school systems who do not view
in-service training as a beneficial tool positively influencing their teaching practices.
Approximately 82 percent of the primary school teachers in the private sector are female,
while 56 percent of the public school teachers are male (Government of Pakistan, 2021). All
study participants were female, which can be considered a limitation as the male teachers may

123
have had a different experience in their in-service training, and their participation rates in preservice training might differ.
Beaconhouse, LACAS, and The City School are elite private schools with abundant
financial and material resources. Using these organizations for this study was a delimitation as it
might be a hardship for some school systems, especially public schools, to relate to the findings
or implement the recommendations from this study due to challenges in financial and material
resource availability. Sample selection was another delimitation as these schools primarily exist
in urban cities, and teachers' perceptions in these affluent neighborhoods might not be similar to
teachers serving in rural communities, especially those in high-poverty rural areas.
To reduce the limitations and delimitations, I ensured that the study's goal and research
questions were focused on understanding the perceptions of the participant group rather than
trying to find faults or address gaps. Interview questions followed the same thought process to
allow the participants to disarm and share their authentic experiences with the current systems
and processes. Qualitative research does not generalize results to a larger population; hence, the
findings allow other schools, especially public schools, to adopt the in-service training program
model and replicate it to reflect the needs of local teachers, considering the financial and
resource allocation challenges.
Areas for Future Research
A future study that focuses on understanding the perceptions of public school teachers
about in-service training would be helpful as it may shed light on their motivation to participate
in in-service training programs. Considering the resource availability for public sector
educational institutions, including large classroom sizes, do teachers have the capacity to focus

124
on each child individually? Do they have the time and classroom coverage to attend in-service
training? Understanding these factors will support the recommendation of additional training
resources for teachers in Pakistan's education system.
Including the perceptions of male teachers in elite private primary schools might reveal
other factors not discovered in this study that impact student learning outcomes. Since Pakistan's
public primary schools have a larger male teacher population, it will be beneficial to learn the
perspectives and experiences of male teachers participating in in-service programs.
Another suggestion for future study is to include teachers from public and private schools
of different formats, including elite, rural, urban, military, private-public, Deeni Madaris, and
government schools. This will be valuable in understanding the vast differences in teacher
competence in Pakistan's educational institutions and how it impacts Pakistan's overall education
outcomes.
A follow-up on the current study that focuses on data analysis around student learning
outcomes and teacher retention/career progression at elite private schools will also help
determine the impact of in-service training on student learning outcomes and teacher's career
development.
Conclusion
Teachers play a critical role in students' learning outcomes. Pakistan, as a developing
country, needs well-trained, competent teachers to support the country's progress through its
young generations. The country has a history of designing educational policies without any
implementation or evaluation strategies, and policies around teacher training are no exception.
The education gaps are further widened by the difference in learning outcomes of wealthy

125
households attending elite private schools and children from middle-class to poor households
attending public schools. This study sought to understand the elite private primary school
teachers' perceptions of the in-service training programs, the impact of the in-service training on
their confidence to implement effective instructional practices, and the institutional support and
resource factors that influenced the effectiveness of in-service training. Findings revealed that
through activity-based practical learning methods, teachers learned new pedagogies to
implement in their classrooms and engage students in effective learning methods. School
leadership support, the attitude and professionalism of the trainer, and continuous learning
opportunities were some of the factors influencing the effectiveness of the in-service training.
The study recommended developing a pilot partnership program between the public and elite
private schools that will allow select teachers from public schools to participate in the teacher
training program at elite private schools and learn effective instructional practices through
multiple methods including induction, observational learning, networking events, and head
teacher training. In addition, evaluation methods need to be established in Pakistan’s education
system to ensure the various policy reforms are effectively implemented and evaluated to deliver
long-term expected outcomes. There need to be accountability rhythms for institutions and
stakeholders deviating from such policies. Pakistan also needs to allocate appropriate financial
resources to the education sector and ensure the funds are efficiently managed without corruption
or mismanagement.
Pakistan is a young country, gaining its independence in 1947. It is still a developing
country; however, Pakistan must focus on becoming an education-based economy for economic
growth and sustainability. The government of Pakistan must focus on the development and well-

126
being of its people, especially the youth. Starting with the appropriate allocation of funds,
Pakistan must provide the necessary resources to its education sector for educators and learners
to thrive. This research study provides a small window into the many significant issues in
Pakistan's education system, caused mainly by the actions and inactions of the government.
While the rest of the world is implementing progressive educational policies to address the
challenges of globalization, especially in the last decade, Pakistan has continued to address the
same educational challenges and policies for the last two to three decades with minimal changes
and often with outcomes worsening each year. Instead of becoming another archived document
about Pakistan’s education system, this study’s hope is to encourage further studies,
recommendations, and ultimately, impactful changes in Pakistan's education system.

127
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Appendix A
Informed Consent/Information Sheet
Consent for Participation in Research Study
Introduction: This study aims to understand Pakistan’s elite private primary school teachers’
perception of in-service teacher training programs and the factors that influence the quality and
effectiveness of such programs.
Participation: Your participation in this research study is entirely voluntary and does not
depend upon any incentives or punishing methods. You have the right to withdraw and
discontinue participation at any time without penalty. No one from your organization will be told
if you decline to participate or withdraw from this study. There are minimal risks associated with
participation in this study. If, during the interview, you feel uncomfortable, you have the right to
decline to answer any questions or ultimately end the interview.
Confidentiality: As a participant, your identity will remain anonymous in all reports and data
discussions. All information collected from participants during this study will be kept strictly
confidential and secure. If future researchers use the data, the same levels of confidentiality and
anonymity will be applied.
Procedure: As a participant, you will take part in interviews. The interview will last
approximately 60 minutes. You will be asked questions about your participation in and
experience with the in-service teacher training program and the factors you perceive influence
the quality and effectiveness of such programs. The interviews will be audio recorded to ensure
accuracy in data interpretation. Interview audio recordings will be used to analyze the responses
accurately and will be stored securely and accessible only to me as the researcher. You may also
share any changes you recommend to improve the quality and effectiveness of in-service teacher
training programs.
Contact Information: If you have any questions about the study or your participation, please
feel free to contact me at rjaved@usc.edu. If you have any concerns about your rights as a
participant, you may contact the University of Southern California Institutional Review Board at
irb@usc.edu.
Consent: I have read and understand the above information. A copy of the consent form has
been provided to me. I clearly understand the study’s purpose and my role and rights as a
participant. I voluntarily agree to participate in this study.
Participant Name: ________________________
Participant Signature: _____________________ Date: _______________________
Research Signature: ________________________ Date: _______________________

136
Appendix B
Interview Protocol
Research Questions:
1. How do Pakistan's elite private primary school teachers perceive in-service teacher training
as a means to build confidence to implement instructional practices and achieve classroom
goals effectively?
2. What types of institutional resources and support do elite private primary school teachers in
Pakistan perceive influence the effectiveness of their in-service Teacher training program?
Question
#
Interview Questions Research
Question
1 Please tell me about yourself including what inspired you to
become a teacher.
Opening
Question
2 How has your educational background prepared you to be
successful in this role, if at all?
RQ1
3 How, if at all, did your training prior to arriving at your current
school prepare you to be successful in this role?
RQ1
4 Please tell me about the in-service teacher training program you
participated in.
RQ1 & RQ2
5 How would you describe the learning environment you
experienced during the in-service teacher training program?
RQ2
6 How would you describe the influence of in-service teacher
training programs on your confidence in yourself as a teacher? In
your confidence in implementing new teaching strategies?
Probe: Can you tell me about one of those new teaching
strategies?
RQ1

137
7 How has your participation in the in-service training program
influenced your interactions with students?
RQ1 & RQ2
8 What factors influence your motivation to use the learnings from
in-service programs in your classroom?
RQ1
9 How has the in-service training program supported your ability
to implement and maintain effective instructional practices
related to your classroom goals?
What else do you think would support you in implementing and
maintaining those practices, if anything?
RQ1
10 Which instructional methods were most helpful in your ability to
implement the in-service learning directly into your classroom
teaching practices?
RQ2
11 What role do you believe the learning environment played in
shaping your confidence, motivation, and achievement in the inservice training program?
RQ2
12 How would you describe the support received from school
leadership during your participation in the in-service teacher
training program?
RQ2
13 How has school leadership provided support for your continued
professional development?
RQ2
14 What are lessons from your in-service teacher training that you
think would be important to bring to other schools in Pakistan
that are beginning to consider in-service teacher training?
Closing
Question
15 Is there anything else you would like to share that we have not
discussed in regards to your experience with the in-service
teacher training program?
Closing
Question

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Asset Metadata

Creator Javed, Ramla (author)

Core Title In-service teacher training in Pakistan’s elite private primary schools – lessons for Pakistan’s public schools

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Degree Conferral Date 2024-08

Publication Date 08/09/2024

Defense Date 05/08/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag activity-based learning,in-service teacher training,instructional practices,OAI-PMH Harvest,public-private school partnership,student engagement,teacher professional development

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