{"id":{"repo_id":"hull","oai_identifier":"oai:hull-repository.worktribe.com:4211625"},"canonical_url":"https://search.dev.ndltd.org/etd/hull/oai:hull-repository.worktribe.com:4211625","repository":{"repo_id":"hull","name":"University of Hull","base_url":"https://hull-repository.worktribe.com/oaiprovider"},"display":{"title":"Improving the quality of primary teaching in a developing country: an analytical evaluation of an in-service training programme in Sindh Province, Pakistan","abstract":"The province of Sindh, Pakistan has had considerable donor investment in its primary education system through development projects since the 1960s. These have not made an observable impact on the quality of  teaching in government primary schools. This research is an evaluation and study of a pilot in-service teacher training programme, a component of the Sindh Primary Education Development Programme (1991 - 96). At the  heart of the research is the question \"How is it possible to effect long-term, sustainable change and  development in schools in order to make teaching more effective?\"Two basic hypotheses were considered during the course of the programme:(I) In-service training courses alone are not effective in changing teachers' behaviour and improving the quality of teaching beyond the short-term. School based developmental work should be integrated with the training  plan, to initiate and sustain change and improvement. (ii) In the context of this programme, supervisors and primary headteachers are the most appropriate persons  to conduct in-service training as they can continue to support and sustain development within schools. There is  evidence to support both these hypotheses. The research indicates that the training has led to changes in  perceptions, attitudes and understanding as well as in supervision, management and classroom practice but  that the greatest change has been where follow-up support was given. There is evidence that,  where a collaborative culture exists within a school, successful innovation is more likely to occur. Community  involvement has also been found to be an important element in school development. The thesis concludes that there are limits to the amount of change possible without extra resources and direct  support in schools. Training programmes should support networking and development within localities rather  than train teachers in isolation from the context in which they work.Subsequently, a postscript has been added to the thesis. This is a reflective critical analysis of the development  of the author's thinking over the period of the research with regard to a number of philosophical, epistemological  and strategic issues relating to methodology and the dynamics of change.","abstract_html":"The province of Sindh, Pakistan has had considerable donor investment in its primary education system through development projects since the 1960s. These have not made an observable impact on the quality of  teaching in government primary schools. This research is an evaluation and study of a pilot in-service teacher training programme, a component of the Sindh Primary Education Development Programme (1991 - 96). At the  heart of the research is the question "How is it possible to effect long-term, sustainable change and  development in schools in order to make teaching more effective?"Two basic hypotheses were considered during the course of the programme:(I) In-service training courses alone are not effective in changing teachers' behaviour and improving the quality of teaching beyond the short-term. School based developmental work should be integrated with the training  plan, to initiate and sustain change and improvement. (ii) In the context of this programme, supervisors and primary headteachers are the most appropriate persons  to conduct in-service training as they can continue to support and sustain development within schools. There is  evidence to support both these hypotheses. The research indicates that the training has led to changes in  perceptions, attitudes and understanding as well as in supervision, management and classroom practice but  that the greatest change has been where follow-up support was given. There is evidence that,  where a collaborative culture exists within a school, successful innovation is more likely to occur. Community  involvement has also been found to be an important element in school development. The thesis concludes that there are limits to the amount of change possible without extra resources and direct  support in schools. Training programmes should support networking and development within localities rather  than train teachers in isolation from the context in which they work.Subsequently, a postscript has been added to the thesis. This is a reflective critical analysis of the development  of the author's thinking over the period of the research with regard to a number of philosophical, epistemological  and strategic issues relating to methodology and the dynamics of change.","abstract_has_math":false,"creators":["Prenton, Keith Charles"],"institution":"University of Hull","degree_name":"PhD","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1997,"date_issued":"1997","date_published":"1997","updated_at":"2026-07-24T02:33:25Z","subjects":["Education"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:hull-repository.worktribe.com:4211625"],"render_values":[{"text":"oai:hull-repository.worktribe.com:4211625","href":null,"code":true}]}]},"links":{"outbound_url":"https://hull-repository.worktribe.com/4211625/1/Thesis","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.sponsor","label":"Sponsor","values":["University of Hull"]},{"key":"dc:creator","label":"Author","values":["Prenton, Keith Charles"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["1997-07-01"]},{"key":"dc:date.issued","label":"Date","values":["1997"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Hull"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://hull-repository.worktribe.com/output/4211625"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:hull-repository.worktribe.com:4211625"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hull-repository.worktribe.com/4211625/1/Thesis"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The province of Sindh, Pakistan has had considerable donor investment in its primary education system through development projects since the 1960s. These have not made an observable impact on the quality of  teaching in government primary schools. This research is an evaluation and study of a pilot in-service teacher training programme, a component of the Sindh Primary Education Development Programme (1991 - 96). At the  heart of the research is the question \"How is it possible to effect long-term, sustainable change and  development in schools in order to make teaching more effective?\"Two basic hypotheses were considered during the course of the programme:(I) In-service training courses alone are not effective in changing teachers' behaviour and improving the quality of teaching beyond the short-term. School based developmental work should be integrated with the training  plan, to initiate and sustain change and improvement. (ii) In the context of this programme, supervisors and primary headteachers are the most appropriate persons  to conduct in-service training as they can continue to support and sustain development within schools. There is  evidence to support both these hypotheses. The research indicates that the training has led to changes in  perceptions, attitudes and understanding as well as in supervision, management and classroom practice but  that the greatest change has been where follow-up support was given. There is evidence that,  where a collaborative culture exists within a school, successful innovation is more likely to occur. Community  involvement has also been found to be an important element in school development. The thesis concludes that there are limits to the amount of change possible without extra resources and direct  support in schools. Training programmes should support networking and development within localities rather  than train teachers in isolation from the context in which they work.Subsequently, a postscript has been added to the thesis. This is a reflective critical analysis of the development  of the author's thinking over the period of the research with regard to a number of philosophical, epistemological  and strategic issues relating to methodology and the dynamics of change."]},{"key":"dc:title","label":"Title","values":["Improving the quality of primary teaching in a developing country: an analytical evaluation of an in-service training programme in Sindh Province, Pakistan"]}]}],"canonical_facts":{"dc:contributor.sponsor":["University of Hull"],"dc:creator":["Prenton, Keith Charles"],"dc:date":["1997-07-01"],"dc:date.issued":["1997"],"dc:description.abstract":["The province of Sindh, Pakistan has had considerable donor investment in its primary education system through development projects since the 1960s. These have not made an observable impact on the quality of  teaching in government primary schools. This research is an evaluation and study of a pilot in-service teacher training programme, a component of the Sindh Primary Education Development Programme (1991 - 96). At the  heart of the research is the question \"How is it possible to effect long-term, sustainable change and  development in schools in order to make teaching more effective?\"Two basic hypotheses were considered during the course of the programme:(I) In-service training courses alone are not effective in changing teachers' behaviour and improving the quality of teaching beyond the short-term. School based developmental work should be integrated with the training  plan, to initiate and sustain change and improvement. (ii) In the context of this programme, supervisors and primary headteachers are the most appropriate persons  to conduct in-service training as they can continue to support and sustain development within schools. There is  evidence to support both these hypotheses. The research indicates that the training has led to changes in  perceptions, attitudes and understanding as well as in supervision, management and classroom practice but  that the greatest change has been where follow-up support was given. There is evidence that,  where a collaborative culture exists within a school, successful innovation is more likely to occur. Community  involvement has also been found to be an important element in school development. The thesis concludes that there are limits to the amount of change possible without extra resources and direct  support in schools. Training programmes should support networking and development within localities rather  than train teachers in isolation from the context in which they work.Subsequently, a postscript has been added to the thesis. This is a reflective critical analysis of the development  of the author's thinking over the period of the research with regard to a number of philosophical, epistemological  and strategic issues relating to methodology and the dynamics of change."],"dc:identifier":["oai:hull-repository.worktribe.com:4211625"],"dc:identifier.uri":["https://hull-repository.worktribe.com/4211625/1/Thesis"],"dc:language":["en"],"dc:publisher.institution":["University of Hull"],"dc:relation.isreferencedby":["https://hull-repository.worktribe.com/output/4211625"],"dc:subject":["Education"],"dc:title":["Improving the quality of primary teaching in a developing country: an analytical evaluation of an in-service training programme in Sindh Province, Pakistan"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["Doctoral"],"dc:type.qualificationname":["PhD"]},"updated_at":"2026-07-24T02:33:25Z"}