Evaluation of In-Service Vocational Teacher Training Program: A Blend of Face-to-Face, Online and Offline Learning Approaches

• Published in: Sustainability Vol. 14; no. 21; p. 13906
• Main Authors: Asghar, Muhammad Zaheer, Afzaal, Muhammad Naeem, Iqbal, Javed, Waqar, Yasira, Seitamaa-Hakkarainen, Pirita
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.11.2022
• Subjects: Accountability; Blended learning; Distance learning; Education; Education parks; Educational technology; Employee performance; Learning; Methods; Multivariate statistical analysis; Online instruction; Professional development; School facilities; Skill development; Skills; Student participation; Sustainability; Teacher centers; Teacher education; Teachers; Teaching methods; Training; Vocational education; Vocational teachers; Pakistan; India; Finland
• ISSN: 2071-1050; 2071-1050
• DOI: 10.3390/su142113906

Teacher education has a large and favorable impact on a teacher’s performance. Effective training brings improvement in the productivity and performance of employees due to the acquisition of new knowledge and skills. The National Vocational and Technical Training Commission organized an in-service vocational teachers’ training program through blended learning approaches in Pakistan. This study aimed at finding out the effectiveness of that in-service vocational teachers’ training program. The four levels of the Kirkpatrick model were used as the theoretical framework. A survey approach was used to collect data from 629 in-service vocational teachers who took part in the training program through blended learning approaches. Partial least square structural equation modeling was applied to find the hierarchal relationship among the four levels of the Kirkpatrick model. The results of the current research revealed that trainees were satisfied at all four levels of the Kirkpatrick model, including the reaction, learning, behavior and results. A hierarchal relationship between the four levels of the Kirkpatrick model was also found for the evaluation of the training program. The direct effect of the reaction had a positive and significant relationship with learning, learning with behavior and behavior with the results. The results of the specific indirect relationship among the four levels clearly depicted that behavior was mediated through learning and the results, learning was mediated through the reaction and behavior and behavior was mediated through the reaction and results. This study is useful for vocational education institutions and skill development policymakers to design in-service training programs for in-service teachers. Future studies can be conducted about the adaptation of instructions for the in-service vocational teachers’ training program through blended learning approaches.