https://journals.symphonypub.com/index.php/pce <p style="text-align: justify;">Professional Capital in Education (PCE) is an international peer-reviewed journal sponsored by the Association for the <a href="https://aaides.org/">Advancement of Interdisciplinary Educational Studies (AAIDES)</a> that provides a dedicated platform for scholarly research and inquiry into the development and impact of professional capital in educational settings worldwide. The journal is committed to advancing an understanding of how professional expertise, capabilities, and resources can be cultivated and leveraged to enhance educational outcomes.</p> <p style="text-align: justify;">PCE publishes original research articles, theoretical analyses, empirical studies, and critical reviews that examine the multifaceted dimensions of professional capital in education, including human capital, social capital, and decisional capital. The journal seeks to bridge the gap between research and practice by featuring work that demonstrates how professional capital can be developed and sustained to improve teaching, learning, and leadership in educational institutions.</p> <p style="text-align: justify;">PCE is published twice a year as an open-access journal. All submissions go through a rigorous double-blind peer review process to ensure the highest standards of academic quality and integrity. The journal accepts various types of submissions, including original research articles (empirical studies), theoretical and conceptual papers, systematic literature reviews, case studies and best practice reports, as well as policy analyses and critical commentaries.</p> <p style="text-align: justify;">Through its open-access policy, PCE ensures widespread dissemination of cutting-edge research and theoretical developments in the field of professional capital in education, serving as a resource for educational leaders, researchers, policymakers, and practitioners worldwide.</p> Symphony Publishing en-US Professional Capital in Education https://journals.symphonypub.com/index.php/pce/article/view/88 <p>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.</p> Muhammad Arif Hira Fatima Aneta Ismail Ali Gul Yao Jia Li Copyright (c) 2025 Symphony https://creativecommons.org/licenses/by/4.0 2025-06-04 2025-06-04 1 1 1 18 https://journals.symphonypub.com/index.php/pce/article/view/84 <p>North Sindh, Pakistan, is plagued by a number of socio-economic factors that confound the provision of quality education. Some of the most prominent issues include teacher shortages of qualified teachers and school facilities, among others. To offset such challenges, the Sindh Teachers Education and Development Authority (STEDA) and Provincial Institute of Teacher Education (PITE) have designed a series of Teacher Training Programs (TTPs). Their effect on Student Learning Outcomes (SLOs) remains to be adequately studied. The present study evaluates the effectiveness and quality of TTPs for Secondary School Teachers (SSTs) in North Sindh, highlighting important gaps such as the non-existence of assessment frameworks, contextual assessment, and feedback systems. The fact that investments have gone on unabated despite the absence of systematic evaluations has held back progress, resulting in flat outcomes. Using the case study approach, the research situates findings within the socio-cultural and institutional life of the region and offers meaningful information to policymakers and education leaders. It identifies the necessity for swift action to develop comprehensive appraisal and feedback systems to ensure continuous growth in teacher training and student achievement. Without such arrangements, long-term sustainability and effectiveness of TTPs are a matter of doubt, and education outcomes in North Sindh would likely continue to be unsatisfactory.</p> Raja Bahar Khan Soomro Sharik Zamir Abdul Basit Soomro Copyright (c) 2025 Symphony https://creativecommons.org/licenses/by/4.0 2025-06-04 2025-06-04 1 1 19 39