Impact of ETTE Training Project on English Language Skills of Secondary School Teachers in Punjab, Pakistan

Abstract

The study sought to determine the influence of an ETTE training initiative on the English language abilities of secondary school teachers in Punjab, Pakistan.  In Sargodha district, the population consisted only of SSTs/SSEs and their heads.  The sample comprised of 204 secondary school teacher trainees and 102 head teachers. The Kirkpatrick model was chosen in conjunction with specialists, and all four levels were employed in this study to highlight all significant aspects of the training.  For this reason, two questionnaires, one for teachers and one for heads, were developed using Kirkpatrick's levels and evaluation tools by the British Council, which they utilized to evaluate the ETTE training initiative. The reactions were mostly favorable and encouraging.  The outcomes of the learning level results revealed that everyone who participated gained new knowledge and skills through the ETTE training project.  Following this instruction, their attitudes improved, and their confidence and commitment levels climbed.  According to the poll results, instructors used what they learned in the classroom.  Conclusions of level four revealed that where this training initiative was executed or even attempted to be transmitted on the job, it had highly encouraging results. The level of instruction and learning was improved.  Instructors and pupils both loved their classes, and rates of dropout were reduced.  In a nutshell, all stakeholders may profit significantly from this training initiative, and public institutions can only produce positive outcomes if learners get assistance, reinforcement, and reward, as well as being closely assessed for training transfer.