Teacher’s In-Service Professional Development Needs Assessment–The Pakistani Context

Aamna Pasha, Yuling-Liu Smith, Shehzad Jeeva


This paper explains the study of conducting a survey to assess the professional development needs of the teachers in schools affiliated with Aga Khan University – Examination Board (AKU-EB) with the aim of strategizing and designing teacher development programmes. An online survey was carried out with questions regarding the demographic information, teachers’ current practices and their professional training needs. There were 306 teachers who participated in this survey from affiliated schools from the provinces of Sindh, Punjab, Gilgit Baltistan and Khyber Pakhtunkhwa.  The results show that teachers expressed a preference in using lecturing as the main teaching method and familiarity with relevant IT skills to perform their tasks to a large extent. They indicated a greater need for content-based support, different classroom teaching methods, understanding the syllabus for lesson planning, and developing classroom assessments. Particularly, they emphasized a strong need for using technological resources to improve teaching and student learning. However, they were less interested in developing students’ critical thinking and in teaching students how to learn.


Teachers; Professional Development; Needs Assessment; Teaching Practice; Pakistan

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DOI: https://doi.org/10.33687/jsas.007.01.2820


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Copyright (c) 2019 Aamna Pasha, Yuling-Liu Smith, Shehzad Jeeva

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Journal of South Asian Studies
ISSN: 2307-4000 (Online), 2308-7846 (Print)
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