Assessing Secondary School Teacher Knowledge and Understanding of National Professional Standards for Teachers in Peshawar

Abstract

This study evaluates secondary school teachers in Peshawar in light of the National Professional Standards for Teachers (NPSTs) in Pakistan. The research explores teachers' awareness, understanding, and implementation of these professional standards while identifying key challenges and opportunities for their effective adoption. A qualitative research design was employed, with data collected through semi-structured interviews with secondary school principals from eight educational circles in Peshawar. The study aims to assess how well teachers align with NPSTs and the extent to which these standards are integrated into their teaching practices. The findings reveal that while some school leaders have a general awareness of NPSTs, most secondary school teachers lack in-depth knowledge and formal training on these standards. Many educators are unfamiliar with the NPST framework, and their understanding is often limited to general teaching competencies rather than the specific criteria outlined in the standards. Furthermore, professional development opportunities related to NPSTs remain scarce, hindering teachers' ability to implement these standards effectively in classrooms. The study also highlights disparities in NPST knowledge between newly recruited teachers, who have some exposure to these standards, and senior teachers, who struggle with outdated methodologies and a lack of structured training. Additionally, the research identifies major barriers, including inadequate training programs, limited institutional resources, and a lack of administrative support. Many teachers expressed frustration over the absence of comprehensive capacity-building programs that would enable them to integrate NPSTs into their instructional strategies. School administrators acknowledged that while the government has introduced professional standards, their implementation remains inconsistent due to the lack of systematic training and awareness programs.
The study concludes that targeted teacher training programs, resource provision, and administrative support are essential for improving teaching quality and aligning educational practices with national standards. It recommends the development of structured training workshops, continuous professional development initiatives, and policy-level interventions to enhance teachers' understanding and application of NPSTs. The findings have significant implications for policymakers, educational institutions, and teacher training programs in Pakistan, emphasizing the urgent need for reforms in teacher professional development. Addressing these challenges can lead to a more effective education system, ensuring that teachers are well-equipped to meet the evolving demands of modern classrooms and contribute to national educational advancement.