Studies of teacher behavior in a wide variety of countries reveal that the socio-cultural contexts of local schools often undermine the results of teacher training programs. This study examined how the performance and attitudes of Nepalese teachers trained in an innovative, "On-the-Spot" primary teacher training program compared with those of teachers trained in a conventional campus-based program and with those of teachers who had received no formal training. All teachers included in the study were working in the same schools. Participant observation was the major data collection technique employed. Data gathered in this manner were supplemented by an analysis of appropriate documents and other background material. / Teachers trained in the "On-the-Spot" program are not found to be performing differently than the campus-trained teachers on most indicators, although a number of differences were observed between the performance of trained and untrained teachers. The "On-the-Spot" teachers claimed to have learned more from their training program than the campus-trained teachers did from theirs, and trained and untrained teachers alike believed training to be both important and necessary. / Both the "On-the-Spot" and campus-based training programs helped the teachers achieve some upward mobility, and resulted in greater self-confidence and enhanced capacity for program development and management. However, there was relatively little observed classroom application of the specific skills the teachers claimed to have acquired in the training programs. / The findings suggested that the context in which teaching occurs severely inhibits the application of new skills. Poor facilities, limited incentives, shortsighted leadership and inadequate materials all contributed to low teacher morale. Efforts to improve teacher performance without corresponding effort to improve the work environment are likely to heighten discontent in teaching. Nevertheless, the "On-the-Spot" approach displays several unique features which can be used effectively for the development of new skills in the field. Furthermore, the program has already demonstrated its potential for reducing the costs of training and or providing in-service training opportunities to teachers without requiring them to leave their local communities and schools. / Source: Dissertation Abstracts International, Volume: 43-11, Section: A, page: 3571. / Thesis (Ph.D.)--The Florida State University, 1982.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74968 |
| Contributors | KARMACHARYA, DIBYA MAN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 314 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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