AN EXPLORATORY STUDY OF THE PROBLEMS FACED BY THE DISTRICT TEACHER EDUCATORS (DTES) REGARDING THEIR PROFESSIONAL EXPERIENCES IN PRIMARY SCHOOLS OF PUNJAB

Abstract

In an attempt to enhance educational quality, the Province of the Punjab
introduced District Teachers Educators (DTE) into schools (mainly
primary) with the aims of offering support and mentoring to teachers,
providing professional development opportunities along with a monitoring
role based mainly on monthly student- testing. The main objective of this
study is to explore the problems the DTE face in fulfilling their roles in
schools. A sample was selected by using convenient sampling technique.
The qualitative approach was used to collect data through interviews in
this study. This study reveals problems related to the ownership of the
process by teachers and head-teachers, the lack of resources often
hindering effective work, and the entire process of monitoring by means of
student testing facing great difficulties. The conflict in the roles of the DTE
is discussed as they seek to integrate a supportive role with that of
monitoring, whereas the basis of monitoring is questioned in the light of
consistent international research evidence. The study recommends that the
conflicts among the monitoring teachers should be resolved. Moreover,
their time would be better spent in the supportive-enhancement role,
leaving the monitoring role aside. It is suggested that DTEs should be
given time to read, and collate evidence from the wide range of literature
to learn new insights in education