Sharma (2010) conducted a study about the training needs of high school teachers in

government and private schools of Bangkok. The study found that teachers preferred
training in diagnosing students’ learning needs, identifying students’ personal needs and
difficulties, organizing instruction for enrichment, developing multi-grade teaching skills,
developing learning activities on subjects, adopting problem-solving skills, developing
emotional intelligence skills, publishing research papers, conducting action research,
and developing total quality management skills. Hence, training for the aforesaid
competencies are highly required.

  Likewise, the studies of Mizuno (2004) and Yang (2005) affirmed that teachers viewed
in-service education to be more effective when the content of the training is based on
their self-reported needs. They also found the important factors that can improve
teachers’ willingness to participate in in-service training programs. These factors are: (1)
competent resource persons, (2) involvement of trainees in the training process, (3)
consultation with teachers to assess their needs, and (4) support to teachers to
implement new ideas/innovations acquired in in-service training programs.
They further agreed that it is not the duration of the program but the degree of
satisfaction with the in-service training events that contributes to the impact of the
training at the classroom level. They likewise believed that student performance is
dependent upon the teachers’ quality of teaching. Thus, it is essential to enrich teaching
skills and quality of teaching, as well as to adjust their training according to their work
situation.

Likewise, Yang (2005) emphasized the need for INSET providers to spend some time
listening to teachers’ voice, investigating what teachers really need, and designing
appropriate programs with suitable speakers before any INSET course is implemented.
INSET should not be carried out in a “top-down” direction; instead, it should be built up
from down to top, in which teachers may be empowered to decide which training
activities are suited to them.

Indeed, teachers become satisfied with in-service training programs if their professional
needs are addressed during the training. This is true in the case of teachers in the
Universiti Putra Malaysia (UPM) who were highly satisfied with their training programs
(Bakar et al., 2008).

In conclusion, teachers need to continually engage in any in-service training activity in

order to develop their quality of teaching. As Mizuno (2004) quotes Desforges (1995),
“The best of teachers spend a lifetime learning to improve on their professional
practice”.

References
1. Sharma, S. (2010). Perceptions of teachers & school leaders on competencies of
teachers & training needs. Academic LeaderhipThe Online Journal, Current Issue – Volume 8
Issue 4. Retrieved 16 January, 2010 from
http://www.academicleadership.org/article/Perceptions_of_Teachers_School_Leaders_
on_Competencies_of_Teachers_Training_Needs
2. Mizuno, C. (2004). A comparative study of teacher education in japan, korea, and
australia. Retrieved 1 February, 2011 from
http://www.paaljapan.org/resources/proceedings/PAAL8/pdf/pdf024.pdf

3. Bakar, R., Konting, M., Jamian, R., & and N. Lyndon (2008). Teaching efficacy of
Universiti Putra Malaysia trainee teachers in teaching Malay Language as a first
language. Pertanika Journal of Social Sciences and Humanities, 16, 1-14.
4. Yang, W. H. (2005). An Investigation of English Teachers’ Perspectives on INSET
Needs and Provision in Taiwan. Retrieved 8 July, 2010 from
http://163.21.239.11/dspace/bitstream/987654321/3545/1/11.pdf

or classroom teachers, professional training can be a mixed bag that too often
leaves teachers uninspired with no improvement in student learning,
according to a new report by the Learning Policy Institute.
So researchers for the nonprofit institute set out to find what works best in
helping teachers to improve teaching methods and their students’ learning
and test scores. In reviewing results of 35 previous studies, the new report
urges that mid-career teacher training, which is also known as professional
development, focus tightly on the academic subjects’ content, incorporate
active learning, encourage collaboration, provide coaching, and be of
sustained duration, among other things.
“It is obviously most important that what teachers are taught reflects the
practices that can actually make a positive difference for student learning.
That is, the content of professional development matters, along with its
form,” said the report titled “Effective Teachers Professional Development.”
Its authors include Linda Darling-Hammond, president of the Learning
Policy Institute and chairwoman of the California Commission on Teacher
Credentialing.

The report reviewed studies that found even some well-funded professional
development programs with poor results because they did not take into
account teachers’ own knowledge and skills, whether mid-career or new to
the classroom, and did not provide any follow-ups. Other studies showed that
teacher training sessions were often too short, badly focused and awkwardly
scheduled, usually in after-school workshops.

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“Even the best designed (professional development) may fail to produce

desired outcomes if it is poorly implemented due to barriers such as
inadequate resources, including needed curriculum materials; lack of shared
vision about what high-quality instruction entails;  lack of time for planning
and implementing new instructional approaches; conflicting requirements,
such as scripted curriculum or pacing guides; and lack of adequate
foundational knowledge on the part of teachers,” the Learning Institute report
said.  The institute, which has offices in Palo Alto and Washington, D.C.,
urged school districts and teachers to redesign the programs so that teachers
can incorporate new and improved practices in the classroom.

On the positive side, the report cited a 2011 study of a program aimed at
improving the teaching of biology in California high schools. More than 40
teachers came together for a week in the summer and other sessions during
the school year that all focused tightly on texts and classroom exercises,
analyzed student work and developed reading logs for students. Participants
stayed in touch on a listserv that fostered the exchange of resources and ideas
and was moderated by coaches.  The students of these participants later
showed significant improvements in both reading and in biology test scores.

“In the end, well-designed and implemented professional development should

be considered an essential component of a comprehensive system of teaching
and learning that supports students to develop the knowledge, skills, and
competencies they need to thrive in the 21st century,” the Learning Policy
Institute report stated.

Other report authors were Maria E. Hyler, deputy director of the Learning
Policy Institute’s Washington office, and Madelyn Gardner, a research and
policy associate.
Professional Development Programs for Practicing Teachers (INSET) The main purpose of professional
development programs for teachers is capacity-building, that is, to increase their ability to achieve the
goals that are set for example by DepED or CHED. Other terms used for capacity-building are capacity
development, empowerment, and strengthening. Such programs advocate a transactional model of
professional development rather than a transmission approach focused on giving information. Capacity
building means providing opportunities for teachers to reflect on their learning and teaching beliefs or
practices. They make changes on their practices and behavior as a result of reflection and collaboration
with other teachers. They share such knowledge and skills after modifying or making adaptations to suit
different clients. Professional development programs can be described in many ways. Some are
discussed below. • In terms of the nature and duration of training Conferences can accommodate
hundreds or even thousands of teachers. During these events, teachers sit for hours listening to a series
of lectures to update them on recent breakthroughs and newer teaching strategies. Conferences
provide opportunities for teachers to interact with fellow educators and gain insights as they reflect on
the presentations. However, it will not enable nonmajors and nonminors in science education to learn
the specific content and skills required to teach science effectively. In addition, conferences are not
occasions to clarify one’s misconceptions.

Short-duration training programs that run for a week cover selected topics only. There are many
concepts to clarify. Besides, inquiry-based teaching and learning require hands-on exposure to
materials, events, and phenomena. If science majors took four years to finish a degree, how can
nonscience majors master science concepts in a week, or even a month? Nonscience majors need
continuous help in raising their level of conceptual understanding and reasoning skills. They also require
help towards the improvement of their pedagogical content knowledge. A progression type or
sequential approach to training is recommended. This means that practicing teachers need to attend a
series of short-duration seminar-workshops with a certain focus, to help build their subject matter
content and proficiency in teaching science through inquiry. Effective training programs in science
involve teachers in hands-on, minds-on, and hearts-on activities, otherwise referred to as the practical
work approach (PWA). This approach veers teachers away from teacher-centered and transmission
approach to learner-centered interactive teaching. Teachers are taught how to process the results of
activities and students’ questions to derive concepts and learn to use higher order thinking skills. The
basis for attendance in the training will be a diagnostic test. For example, a teacher can attend Level 1,
or Level 2, or Level 3 training (refer to rubrics in Chapter 4). Assessment for learning and assessment of
learning are integral parts of the training programs. Successful participants to the series of training can
be certified by an accredited service provider. Another professional development program for
nonmajor/nonminors in science education is enrolment in a certificate degree offered by colleges of
education. This will serve as a bridging program before teachers can go to post graduate studies. Those
who already have a major in science education in the undergraduate level can expand their background
of science as well as enrich their pedagogical content knowledge through enrolment in a Master’s or
PhD program, specializing in science education. This can be done either by residential mode or distance
mode.

The 21st century has seen a significant growth in online professional development. The University of the
Philippines Open University offers post graduate courses in science education via distance education. •
In terms of the approach of the training Cascading approach to training of teachers involves many
teachers but found ineffective in upgrading teachers’ competencies because of dilution of knowledge
and skills from one trainer to another. One reason is that the duration of the training is usually
shortened as the level moves from the national, to regional, to division levels. The funding cost for the
cascading approach to training is also a limiting factor for successful implementation. A school-based
training or cluster-based training is preferred. Participants are teachers within a big school or a group of
teachers from several small schools. Transportation expense is minimal and no accommodation cost is
expected. The design of the training is based on expressed needs of teachers and planned by master
teachers in the school or cluster of schools in consultation with classroom teachers. These are defined in
the context of the schools’ peculiar situation. The training is collegial because the teachers are familiar
with other teachers and resource persons/lead facilitators from nearby universities and teacher-training
institutions. Not too many teachers are involved with the school-based approach. But teachers become
more proficient with lessons and issues when these are conducted regularly. In the end, the
implementation of learner-centered teaching strategies is well monitored and supported. School-based
training can use the ‘progression approach’ in maximizing the potentials of science teachers. Mentoring
program is a form of school-based professional development. It is a process by which one person assists
another person to grow and learn in a safe and sympathetic environment. In teaching, mentoring
enables a more experienced teaching staff member in guiding a member with less teaching experience
(a Neophyte Teacher, if we use the rubrics in Chapter 4). Therefore, a mentoring program for teachers is
an attempt to effect meaningful change.

Ultimately, teachers accelerate the development of their students until the desired level is attained.
Whether the practice is to have veteran teachers within the school as mentor or external support is
provided, mentoring programs have common features: an experienced and willing teachers in the same
subject/content area, release time to observe the teacher, a common release time so the mentor and
mentee can have one-on-one and small group conversations, and not more than three teachers with
whom one mentor will work. The Master Teacher and Certified Mentor (see Chapter 4) can take charge
of the mentoring program. UP NISMED has developed a mentoring guide for school-based or cluster-
based program (UP NISMED-OVCRD, 2010). • In terms of focus Besides strengthening the mastery of
subject matter content, teacher professional development programs can use a combination of
strategies/themes suggested below. Constructivist theory-based teaching: Each lesson considers the
prior knowledge of the teachers. It also enables teachers to connect their old knowledge vis-à-vis more
recent scientific developments. This teaching strategy also enables teachers to discover for themselves
the concepts through experiential learning, starting with simple activities to complex ones. Inquiry-
based teaching: The program enhances teachers’ use of basic science processes and integrated skills to
teach science and how to develop/enhance the curiosity of students. Science content topics are
introduced using daily life problems and situations that are close to the experiences of the learners.
Reflective teaching and learning: This method enables teachers to process and analyze data or activity
results, and to find connections between activities and the concepts they aim to develop. It also involves
addressing misconceptions that arise during the discussion. This strategy allows participants to reflect
on the lessons to identify strengths, weaknesses, and insights gained. Teachers also reflect on the
impact of their teaching practices and depth of knowledge of science content and thinking skills on
students.

LITERATURE REVIEW Training needs of faculty members Training needs means the changes required in
the skills, knowledge and behaviors of university faculty to achieve purposes and overcome difficulties.
(Andronescu and Solomon, 2010) defines training needs as all of the changes required in the knowledge,
skills, attitudes and experiences of an individual to get him fit to effectively fulfill the duties of his
present job. needs are identified by (Boon, Lutz, and Marburger., 2015) as the knowledge, skills,
attitudes and behaviors that need to be changed or modified at the trainee to cope with contemporary
or development aspects. The following are some concepts related to training needs: 1. There are
knowledge, attitudes and skills that need to be acquired, modified or changed. 2. They represent
shortcomings in the target group 3. They require identification of human and technological innovations
and of problems that need training. 4. They entail constant revision of reality to reach maturity and self-
evaluation. So, training needs represent the difference between the present reality of a faculty
member's performance and what should this performance be in future in order to face changes and
developments in knowledge, skills, attitudes and abilities. The importance of identifying training needs
Training needs are identified on a scientific basis to help the training program planners design effective
programs that will help achieve realistic and well-defined objectives (Florian and Hegarty, 2004).
Haesner et al. (2015) points out that identifying professional needs is essential for any successful
training process. Training needs represent the primary element in a successful training program if
welldefined. Pop and David (2009) also confirms training needs as the initial step of building and
designing any successful training program. (Mohamed and Osman, 2014) has justified the importance of
identifying training needs for the following purposes: 1. Designing training programs. 2. Help focus on
improvement of performance. 3. Directing trainees and identifying the types of training and expected
outcomes. 4. Overcome the problems of wasting money effort and time. Since identifying training needs
is an organized survey based on co-operative effort by members of the organization to eliminate the gap
between target objectives and reality, many related institutions also take part in the process (Kaufman,
Hughes, and Riccio, 2010). Benefits of identifying staff training needs 1. Building training plans. 2.
Identifying training objectives. 3. Designing training programs directed towards achievement of
objectives. 4. Improving training effectiveness. 5. Identifying staff performance problems and difficulties.
6. Involving staff in community service. 7. Helping trainers design programs that satisfy needs of trainees
(Chan, 2010). 8. Effective planning of training programs activities. 9. Defining assessment criteria of
training programs. 10. Raising efficiency of university education. In the light of these benefits, the
present research aims at identifying university faculty training needs in order to improve their skills and
knowledge using innovative technology. QUALITY IN UNIVERSITY EDUCATION Keçetep and Özkan (2014)
identify quality as a set of standards and criteria that need to be present at all aspects of university
education including incomes and outcomes in order to satisfy individual and social needs through the
effective investment of all human and material resources. (Ozcan, 2013) also confirms that quality is one
of the essentials of teaching improvement and performance development. Liu (2015) in a study
conducted in three Chinese universities identified three aspects of quality in higher education, the
academic, the social, and the individual. The core of quality is to satisfy users' needs, identify aims and
specify the product quality requirements known as the qualitative quality of the product. Requirements
of quality achievement in higher education In order to achieve the aim of qualitative education in higher
institutions, the following essential steps must be taken: (Inskipp, 2004). 1. Support of quality
management system 2. Establishing a culture of quality among members of the institution. 3.
Developing university human resources and updating curricula. 4. Involving all faculty members in
performance improvement. 5. Identifying needs of stakeholders inside and outside the educational
institution. 6. Practicing self-evaluation effectively (Yunna et al., 2014) 7. Developing a system for data
gathering to help make sound decisions. 8. Involving all concerned staff in plans of quality achievement.
Challenges facing quality in higher education 1. The absence of market competitiveness of university
graduates. 2. The poor learning outcomes in some specializations. 3. Unemployment of higher education
graduates due to poor skills and abilities. 4. Over-emphasis on rules and regulations. 5. Dominance of
traditional methods of teaching encouraging memorization over analysis and creativity. Such obstacles
have directly affected the effectiveness of university education for the following reasons: 6. Neglecting
the use of educational technology. 7. The gap between results of scientific research and applications in
society. 8. Lack of interaction between university and society. 9. Mismatch between university learning
outcomes and community needs. 10. Emphasis on quantity over quality in academic preparation of
graduates (Lytras et al., 2010). Benefits of adopting quality measures in University Education 1.
Establishing quality control systems that can improve review and develop courses. 2. Focusing efforts on
satisfying actual needs of society and labor market. Abouelenein 1183 3. Building a set of organizational
frameworks that work on achievement of quality. 4. Constant improvement of academic performance.
5. Overcoming effects of lack of competitiveness of graduates in labor market. 6. Satisfying needs and
facing social problems. 7. Improving quality of services. 8. Raising the levels of performance. Criteria of
quality control in education as identified by Mohamed and Osman (2014) 1. Formulation of objectives:
general/specific, knowledge, skills and attitudes. 2. Course design: study plans- course
descriptionevaluation. 3. Teaching and learning: methods, techniques, strategies, and technology. 4.
Faculty members: quality- quantity- ratio of students to staff. 5. Learning resources: library- databases-
labsequipment- websites. 6. Internet. 7. Students' evaluations: tests. 8. Students' portfolios: course
descriptions, course reports, student activities sample, and course plans. 9. Quality assurance:
educational development, quality guides, internal assessment. 10. Supportive services: psychological
guidance, academic guidance, and medical care. TECHNOLOGICAL INNOVATIONS Higher education has
recently witnessed a great development as a result of technology use on both the levels of concepts and
application. The traditional role of the teacher has changed into both facilitator and organizer in the
learning environment in order to achieve quality. The teacher performs these roles relying mainly on
innovative technology (electronic library, multi-media, computer-assisted learning, individualization of
learning, learning resources center, open university, distant learning, video-conferencing and web-
conferencing). (Stukalina, 2012) confirms that faculty member's acquaintance with concepts related to
modern technology helps him develop the ability and skills to use it in teaching. Innovative technology is
a comprehensive system involving all items of modern technology: equipment, programs, learning
environments and methods in order to improve quality of the learning process (Al-Naggar, 2009). Thus,
the innovative item of technology has two aspects: the material one involving equipment and programs
and the second involving the strategies and methods used (Stukalina, 2012). The present study identifies
innovative technology as acomprehensive system of effective use of modern technology including
equipment, materials, programs and teaching strategies used to match the nature of course content in
order to develop the educational system through interaction between learners, teachers and content.
Importance of using technology to develop teaching practice 1. Attracting learners' attention and
overcoming distractors in the learning situation. 2. Employing students' senses to activate their learning
potentials. 3. Developing learners' self-directed learning skills making learning more interactive and
efficient. 4. Providing indirect communication environment relating learning to the world outside the
classroom. 5. Achieving the principle of purposeful learning. 6. Providing a safe and organized learning
environment (Guo and Lanb, 2010). 7. Developing cooperation and partnership skills. 8. Encouraging
virtual interaction. 9. Applying learning mastery principles. 10. Raising learners' positivism and
motivation. 11. Developing learners' creativity, curiosity and groupwork skills. 12. Achievement of active
learning and positive participation. Characteristics of innovative technology Innovative technology is
characterized by some features essentially related to learning theories, and is designed and produced to
match the nature of the educational process. (Casanova et al., 2011) identifies these characteristics as
follows: Interactivity: it is the ability to add the elements of action and reaction in the learning situation.
The learners choose the media, the types of interaction, training, communication and feedback. Some of
the technological innovations allowing this are: computer-assisted instruction, interactive multi-media,
hypertext systems, live radio, direct TV, video-conferencing and network. Individualization: it allows
individualized learning according to abilities, skills and previous experiences. Some of the technological
innovations allowing individualization are: 1. Computer-assisted learning. 2. Learning modules. 3. Audio
tutorial systems. 4. Video tutorial systems. 5. Computer tutorial systems. 6. Personalized instruction. 7.
Individually prescribed instruction. 8. Interactive video programs. Diversity it means introducing
educational content in different forms: visual, audio, using motion pictures or using computer and
internet. Diversity provides varied alternatives and stimuli for learning such as written and audio texts,
drawings, and graphics. (Khallaf-allah, 2010). Cosmic: using technological innovations in conferences,
forums and distant lecturing to serve the purposes of teaching, training and exchanging experiences.
Integration: The media is integrated in order to achieve the specified learning purpose. The suitable
medium is chosen (whether visual, audio, drawings, cartoons, music or sound effects). Accessibility: It
means that the technological innovation is available at the time it is needed by the teacher and student
(Griffith and Rubera, 2014). Total quality management: This feature is related to the achieved quality of
the design and production of the technological innovation on both the material and cognitive levels.
Factors of success in implementing innovative technology in universities A group of elements need to be
considered for successful use of technological innovations: (Sorensen, 2009). 1. Staff awareness of the
technological innovations; it is important to study and understand the innovation, realize its
components and potentials and how it can help achieve objectives and overcome obstacles. 2. Study of
rewards and benefits before starting the planning process to guarantee the achievement of objectives of
the educational institution. 3. Planning the use of technological innovations according to circumstances
and available human and material resources at the institution. 4. Providing the suitable environment for
the implementation of innovative technology. 5. Funding; identifying sources of funding and making
sure of its availability in order to achieve required outcomes. 6. Providing academic professionals
equipped with the experiences needed to use technological innovations. 7. Needs and financial support;
the importance of establishing an infrastructure and the preparations needed to achieve objectives. 8.
Periodical application at specified steps to reach intended objectives. 9. Trial of technological
innovations to ensure its applicability and conformity with the course. Trial should start with small
samples then to larger samples making use of trial results. 10. Training; use of a technological innovation
are in three stages: a. Identification; theoretical training of a large group to explain and show
characteristics and potentials of a technological innovation. b. Transformation; practical training on the
skills involved in the use of the technological innovation. c. Confirmation; training to confirm learning
and solve problems. The following are some of the problems facing current research 1. Lack of
coordination between higher education institutions and society concerning planning and design of
programs. 2. Weak correlation between higher education outputs and labor market requirements; as
well as the lack of important basic experiences. 3. Innovative technology is a major pillar of quality in
higher education. 4. The need for investigating strategies to be followed by higher institutions to assure
the quality of academic outcomes to co-operate with community needs. 5. The importance of adopting
quality standards in terms of communication and information technology. 6. Poor interest of the
university in the use of innovative technology. 7. The need for faculty members to be trained on the use
of innovative technology. 8. The need for designing training programs on use of innovative technology to
meet changing needs of faculty members. 9. The needs of staff members to be trained on use of
innovative technology to teach, developed research skills and offer consultations. 10. Lack of focus on
effective teaching and use of modern methods of teaching. RESEARCH PROBLEM (FACULTY MEMBERS IN
SAUDI UNIVERSITIES ARE UNABLE TO ACHIEVE HIGH QUALITY EDUCATION DUE TO LACK OF USE OF
INNOVATIVE TECHNOLOGY) The present study investigates training needs of university faculty to
achieve the desired quality in terms of innovative technology. The study attempts to answer the
following research questions: 1. What are the training needs of university faculty Abouel

INTRODUCTION
Nowadays everyone knows that “knowledge is an asset”. Knowledge is of two types;
tacit and explicit. Tacit knowledge is the knowledge one has in his/her mind while
explicit knowledge is the one that is expressed in words or in a form understandable by
others. Tacit knowledge has to be converted into explicit knowledge in order to transfer
it to others. As the importance of knowledge is becoming more and more important so
is of the teachers. The reason is that teachers play a vital role in transferring the
knowledge to students who are the people that will eventually lead a country. Students
are directly affected by the teachers as they are the ones who introduce the students
with the values and knowledge.

Training of teachers is also necessary especially in today’s environment to cope with the
changing demands of the profession. Trained teachers are in a better position to
educate the students. Training can improve a teacher’s knowledge on subject matter,
teaching method etc. Development of teachers cannot be underestimated. It is equally
important as students’ development because the entire education process is dependent
on the person called teacher. The quality of education system cannot be improved
without improving the quality of teachers. Teachers are such an important part of the
education system that the successful formulation and implementation of the policies of
education sector is not possible without teachers. To have knowledge is one thing and
to be able to transfer it to others is an entirely different.

The purpose of the paper is to find out the importance of teachers training and how
teachers training van help in improving students’ performance. It is significant because
the paper will help to understand how developing teachers in different aspects can lead
to improved students learning. It will also help in understanding if only training is
sufficient in improving the education process or other factors have also some impact on
the entire process. The lack of knowledge and training about how students develop and
learn is affecting students learning. So, there is a need to work on this area in order to
find the extent to which teachers training can help in enhancing students learning.

Higher Education commission has established a project named National Academy of

Higher Education which is working with the USAIDs’ pre-service teachers’ education
programme. In initial phase 3564 university teachers have been trained under the
programme. [1] 

LITERATURE REVIEW
(Angrist and Lavy 2001), a study about in-service teachers training in Jerusalem revealed
that there is a significant positive relationship between teachers training and students
test scores. The
cost-benefit analysis of the study also shows that teachers training cab provide the less
costly way of improving students’ grades than cutting down the class size or increasing
the class hours.

(Bressoux 1996), the training of teachers who recently start their teaching career
significantly enhances students’ learning in mathematics. Yet it seemed as if the
students who cannot be called the bright or above average students of the class do not
benefit from the teachers training. Also the classes composed of students who are low
initial average achievers did not show improvement with a trained teacher. It can be said
that somehow trained teachers are not able to improve performance of below average
students.

(Pascal Bressoux et al December 2008), the way a teacher delivers knowledge/lecture is

not changed by the training he/she receives. The improvement in students’ performance
with a trained teacher is just because of a better grip on subject matter.

(Murphy & MacLaren, 2007), to reach at a consensus regarding what constitutes a good
and effective teaching is a complex task.

(Fink’s 2008), quality of the students learning is directly in responsive to how the teacher
effectively performs the four tasks in teaching: content expertise, instructional design
skills, instructional delivery skills, instructional assessment skills, and course
management skills

(Fink 2002), identified that the most important responsibility of a teacher is to generate
as much significant learning as he is capable of.

Peters (1977), quality is vital and crucial feature of a thing, which differentiates it from
others. The presence of this characteristic marks it out as a “thing of high quality”.

(Riasat Ali, Muhammad et al 2010), the center around whom the entire education system
revolves is the person called teacher and he is the one who can bring effective changes
in the learning process of the students, so all the efforts shall be directed towards
producing teachers who are adequately skilled according to the new requirements of
this profession and who are professionally developed on continuous basis.

(Ordonez and MacLean, 1997), teachers who are dedicated and are trained and
professionally developed, have the ability to contribute a lot in the economic prosperity
of a country. These teachers have the capability of bringing radical changes in the
society and these are the people who can transfer the culture from generations to
generations and contribute in its preservation.
(UNESCO Seminar Report 1998), importance of developing teachers professionally
continuously cannot be underestimated.

(Government of Pakistan 1998), if the quality of teachers who are the pivotal part of any
education system is not good or up to the standard then to expect that quality of
system will be good is irrational. The poor quality of the system is aggravated because
of poor recruitment practices, untrained teachers, and lack of focus on the professional
development of the teachers in higher education.

(World Bank 2006), there is a number of reports and research upon the status of the
professional development of the teachers in Pakistan. The crux of these reports is that
the quality with which a teacher performs his/her duty is significantly affected by their
educational qualification; employment on merit; an effective system to monitor their
performance; motivation, improving teachers skills and the growth opportunities for the
teachers in their entire career.

(Ali 1998), a study titled professional training and its impact on students’ academic
achievements, show that professional training has positive effects at all education levels.

(Gladys Lopez-Acevedo LCSPP), there is no doubt the more experienced a teacher is the
more are the chances that the rate at which the students achievement is growing will be
enhanced, making it evident that the expertise of teachers is enhanced by practical
experience and training. The training has a significant contribution in improving the
teachers’ effectiveness.

(Rivkin, Hanushek and Kain 2005), identifies the quality of education can be judged by
the quality of the teachers and their teaching.

(PASEC 2005a), in Niger for many years there was shortage of funds to train and develop
the teachers so the heavy responsibility falls now on the shoulders of new contract
teachers to cover the huge gaps created in those years.

(Faoura 2004, pp. 105ff.), Country like Guinea has adopted to curtail professional
training program of teachers doing so they have focused to develop and adjust the
curricula content taught being relevant to teaching. Hence a mandatory training period
of 15-18 months, including 6-9 months of practical teaching experience under the
supervision of a senior colleague was built into the new recruitment procedure.

(PASEC 2005b), In Mali, if the teachers have not attended any form of pedagogical
training, it is mandatory for them to attend a three-month course training to help and
prepare them to perform their work.
(Hanushek et al. 2005 for African countries), Recent studies have concluded that teacher
training and duration of education are not in coherence to the training provided and
minimum level of education set for teachers on contrary the students learning can be
varied as result of the education program being followed.

(Morton 1992 and Semiotics Consultants 1994), training teachers helps both teachers
and students in enhancing their knowledge about the subject matter.

(Walter, Wilkinson and Yarrow 1996), the following three things are dependent on each
other that is quality of teaching, quality of teachers and quality of their professional
development.

(Russell 2008), state, in coming times a teacher has to have the willingness to explore
new technologies and trends in order to bring creativity in the learning process and to
increase its scale.

(Moyle 2007), the reason or belief behind training and developing teachers is that it
improves the teachers capabilities, e.g. makes it possible for them to incorporate new
and emerging technologies related to education into their teaching, which in turn will
help students in enhancing their learning..

(Gaible, Burns 2005), Teacher professional development is the tool by which policy
makers convey broad visions, disseminate critical information, and provide guidance to
teachers. It is the opportunity for the teachers to develop themselves in a certain area
(e.g., technology, reading instruction, subject mastery, etc.)

(Hallinan and Khmelkov 2001), the focus shifted from improving and changing schools
to improving and developing teachers in the mid 1980s as a result of new emerging
trends.

(Jegede and Taplin 2000), in today’s scenario professional development and teaching
job cannot be viewed as two separate phenomena, and shall be incorporated into
teaching profession not just on yearly basis but on daily and weekly basis as well.

(Vrasidas and Zembylas 2004), only those teachers can be successful in classroom
nowadays who have developed them selves in the required content knowledge and
skills. This eventually helps them to be prepared to develop a curriculum and
instructional design that is more suitable and effective.
(Gaible, Burns 2005), in order to make sure that the professional development of the
teachers is effective , the first step shall be to identify their needs and the understanding
of the work environment in which they are working.

(Wanzare and Ward 2000), staff development is an opportune way for teachers to hone
their teaching skills through contributing in relevant programs and building their selves
through in-service training.

(Wanzara and Ward 2000), the organizations related to the development of in-service
teachers training programs shall take into account the concerns of teachers regarding
their professional growth.

(Roll-Pettersson 2001), if the needs of teachers are not considered while developing a
training program for them it is likely to receive a resistance from the teachers. If the
needs of teachers are not taken into account it can also lead to development of poor
quality educational materials.

DISCUSSION
In the light of the analysis of previous studies, it is evident that the importance of in-
service teacher training cannot be ignored or considered as a factor irrelevant or less
important in improving student’s performance and the learning process. But one
important point that is to be considered here is that the training of the teachers shall
not focus only on a single aspect related to the teaching that is subject matter, teaching
method etc but it shall cover all the aspects. The rationale behind this point is that if the
learning capability of students as well as their performance is to be improved and
enhanced then all the factors of a teacher personality shall be developed. For example
say if a teacher is trained and it has improved its grip on the subject matter/content of
the subject but did not change its teaching methodology. Then there is a chance that
there will be no significant impact on students learning as there is a possibility that the
problem lied in teaching methodology and not in the quality of subject matter. Similarly
only to have grip on the subject matter cannot guarantee success in classroom as
having knowledge is one thing and ability to transfer/communicate it an entirely
different thing. There are many people who have a great deal of excellent tacit
knowledge but they are unable to transform it into the explicit knowledge. So they
cannot be helpful to students in improving their knowledge, performance and learning
abilities.

Another fact found is that there is also a possibility that trained teacher might not be
able to enhance the learning process/capability of the low performing students. So this
aspect can be emphasized more as to what are the reasons that such students are
unable to benefit even from a trained teacher. This area can be explored more in order
to ensure that all sort of students are able to improve their performance and learning
when they have the opportunity to have trained and professionally developed teachers.

One crucial point that cannot be ignored here is that only training is not a surety that
the teacher will be able to bring changes in the performance of the students as there are
some other factors that also affect as how a teacher fulfills its responsibility. These
factors include pay, working conditions, class size, work load etc. So these factors might
interfere with the transference of knowledge even after professional development and
skill acquisition. So impact of teachers training on students’ performance cannot be
studied in isolation. Other factors shall also have to be considered.

CONCLUSION
It can be concluded that training of teachers is the key to impart knowledge, values and
culture from generations to generations. The quality of the youth or students depends
upon the quality of teachers. Train the teachers, develop them and equip them with
skills to cope with the changing environment and changing requirements of the
profession and they will eventually produce their replicas in form of brilliant students. It
is also important to keep in mind that only trained teachers cannot be held responsible
for the quality of entire education system, students also have to be motivated and
interested in benefitting from their teachers. Some other factors will also have to be
considered. In short training and development of teachers is the first and most
important step in enhancing students’ performance.