Effects of District Teacher Educators Mentoring Practice on Professional Primary School Teachers at Primary LevelDevelopment of Rabnawaz

Education is back bone in the development of a society and teacher has a pivotal role in the education system. Every society invests in the teacher education by developing the teachers‟ potential in teaching methodologies and strategies to ensure maximum outcomes from the system. In Pakistan primary teacher‟s education has been a pivotal consideration of different national and international institutions. These institutions have been continuously contributing to develop the teacher‟s proficiency at elementary level. The present study was designed to see the impact of teachers‟ training teaching learnt through different periods in service training programs on the performance of the primary school teachers. The sample of the study consisted 100 male primary teachers and 100 female teaches and 40 district teacher educators. The performance of the teachers and district teacher educators was judged by the questionnaire. The observation scheduled comprised eight teaching skills. The study concluded that in-service trained teachers utilized microteaching skills hence their performance was comparatively better. The impact on the students showed better performance. The study recommended to continue in-service training programs on teaching methodologies and strategies for elementary school teachers by establishing independent cell at district level. © 2017 Elixir All rights reserved. Elixir Edu. Tech. 111 (2017) 48650-48655 Educational Technology Available online at www.elixirpublishers. com (Elixir International Journal) Rabnawaz / Elixir Edu. Tech. 111 (2017) 48650-48655 48651 Centre (CTSC), job description, selection criteria and qualifications and specific responsibilities of DTEs. The most important goal of DTEs is the professional development of primary school teachers and to accelerate child learning at primary level in Punjab. It should focus on changing the classroom practices, especially on changing how teacher teach and children learn. Changing these practices requires a long term relationship with the individual teacher, understanding of the learner and classroom context, joint planning and collective work with the teacher and continuous support to the teacher. The teacher mentoring and support cannot be supported from the learning. It is the essential the DTEs are made aware of the prevailing gaps in students learning. The matter can be addressed by gatherings, analyzing and using data on student learning for supporting teachers. It is not intention to suggest that the DTEs should undertake research studies on student learning, rather the intent is that DTEs should monitor formally or informally the status of student learning in school by assessing improvement in the pedagogical skills of the teachers ( Govt. of Punjab, 2010). Professional training for primary school teachers must be focus of these terms, lesson planning, and interaction with students, supportive material and classroom management. 1.2 Statement of the Problem The district teacher Educator program was launched by the government of Punjab for the professional development for the primary school teachers. This program supported by many donor agencies. The objective of this program was to train the primary school teachers professionally and to impart quality education in their academic areas. The mentoring practices have given rise to many controversies among the teachers. The study aims at bringing out the real nature of the issue. There is a dire need to study the impact of District Teacher Educator on professional development of the Primary School Teacher. Thus, the researcher intends to find out the impact of training implementation on professional development of the Primary School Teacher at primary level in district Pakpattan. 1.3 Objectives of the Study 1. To study the effects of district teacher educator‟s mentoring practice before lesson for professional development at primary level. 2. To explore the effects of district teacher educator‟s mentoring practice during lesson for professional development at primary level. 3. To explore the effects of district teacher educator‟s mentoring practice at the end of the lesson for professional development at primary level. 1.4 Research Question 1. What are the effects of district teacher educator‟s mentoring practice before lesson for professional development at primary level? 2. What are the effects of district teacher educator‟s mentoring practice during lesson for professional development at primary level? 3. What are the effects of district teacher educator‟s mentoring practice at the end of the lesson for professional development? 1.5 Significance of the Study The present study will be beneficial to the teachers and head teachers because of having an insight into the strength and weakness of DTEs systems. This study useful for the Directorate of Staff Development, public and private Agencies concerned with teacher training. It will enhance the capacity development of the academicians of all department of DSD Lahore. It will helpful for the District and Regional Administrator, Dy. DEOs, DEOs, EDOs, CTSC heads and DTSC heads. This study will provide the guide line to the agencies involved in developing the strategies regarding the professional development of teachers. This study will be helpful for policy makers, instructional materials and course writers. 1.6 Delimitation of the Study There thirty-six districts of Punjab province and the district teacher‟s educator‟s system was function in all districts of Punjab province. Following were the delimitations of the study: 1. This study was delimited to the primary school teachers working in two Tehsil (Pakpattan and Arifwala) of District Pakpattan. 2. This study was delimited the primary school teachers who are teaching to Grad-4 and Grad-5. 2. Review of Related literature 2.1 Mentoring Hobson et al. (2009) report the discoveries of a survey of the global research on the training of starting educators. The researchers explore and distinguish a scope of potential advantages and expenses connected with training, and recommend that the way to augmenting the previous and minimizing the last lies in the acknowledgment of various conditions for fruitful tutoring. For example, the viable are determination and planning of guides. Wang (2001) drew the information from twenty-three US, UK, and Chinese teacher educators. This study investigates the relationship between settings of coaching and mentoring. It talks about learning openings made by tutoring in various settings for amateurs to figure out how to educate. Through similar investigation, it finds that tutoring rehearses indicate more noteworthy contrasts crosswise over projects and nations than inside. This is the situation not withstanding when tutors are honing or moving toward rehearsing a sort of instructing, not surprisingly by training reformers. According to Borko (2004) Instructor proficient advancement is crucial to endeavor to enhance our schools. This article maps the territory of research on this imperative point. It first gives a diagram of what we have realized as a field, about powerful expert improvement programs and their effect on instructor learning. It then recommends some essential bearings and procedures for augmenting our insight into a new domain of inquiries, not yet investigated. Stanulis & Wibbens (2012) analyze whether focused on coaching and training can have any kind of effect amid the enlistment years. The impacts of a mentoring intervention and mediation in light of standards of training quality and powerful expert improvement were contemplated. Figuring out how to lead classroom examinations is a high-influenced rehearsal identified with viable training and mentoring. Fortytwo starting basic instructors took an interest in a yearlong mentoring practices to lead dialogues for higher-arrange considering. Onchwari & Keengwe (2008) motivation behind this study was to look at the effect of the guide mentor activity demonstrated on partaking Head Start Programs. The researchers met 44 members crosswise over two mid-western states. The members gave positive criticism about the activity and recognized particular education needs in light of this Rabnawaz / Elixir Edu. Tech. 111 (2017) 48650-48655 48652 model were effectively executed in their classrooms. This study recommends the significance of joining the tutor instructing activity model to improve instructor educational