Effect of In-Service Teacher Training Opportunities on Proactive Behavior of the Teachers at Higher Level
Abstract
To meet with the new challenges related to the teachers and teaching system, we need to develop an effective training system for the teachers. So keeping the situation in focus the research was designed to achieve the objective to compare the perception of male and female faculty members towards the teacher training opportunities and the employee’s proactive behavior. Further to assess the effect of teacher training on proactive behavior of the teachers. The design of the study was descriptive. 11,092 teachers serving as the faculty members at higher level educational institutions were considered as the population of the study. Disproportionate stratified sampling technique was used to select the respondents for the purpose of data collection. 154 employees were selected as the sample of the study. The data was collected with the help of two sets of questionnaires designed to assess the in-service teacher training and proactive behavior (DV) of the respondents. The collected data was analyzed with the help of Statistical Package of Social Sciences 21 Edition. The t test and regression analysis were used in the process of analysis. It was found that the there was no statistical difference between the male and the female employees regarding in-service training and proactive behavior. However in-service training had the significant effect on the development of proactive behavior of the employees as well. Further it was found out that the professional competence had the strongest effect on the development of proactive behavior. On the basis of findings it is recommended that training has to be linked with the daily routine problems and issues so that the employees may find it useful in their own situations.
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