Assessing the NPST effectiveness in Pakistan’s primary teacher training and professional development: A theoretical and empirical examination

Abstract

This qualitative study explores the efficacy of the National Professional Standards for Teachers (NPST) in primary-level teacher training in Pakistan, using Social Cognitive Theory and Constructivist Learning Theory as the theoretical framework. The research aims to understand how primary school teachers perceive and implement NPST standards in their classrooms, with a focus on their self-efficacy, prior knowledge, and contextual factors influencing their professional development. Data were collected through in-depth interviews with 10 primary school teachers from the urban and rural regions of District Muzaffargarh Pakistan. The findings highlight that while NPST training has positively influenced teachers’ confidence and teaching practices, its application is significantly shaped by external factors such as school resources, peer collaboration, and administrative support. Teachers with higher self-efficacy demonstrated more significant success in applying NPST strategies, whereas those in resource-constrained environments struggled to implement the standards fully. The study contributes to the literature by offering insights into the lived experiences of teachers and the contextual challenges they face in translating NPST training into practice. The findings underscore the need for tailored professional development programs that address both internal teacher beliefs and external environmental factors to enhance the effectiveness of NPST in diverse educational settings.