Assessing Implementation and Awareness of National Professional Standards Among Teacher Educators in Training Institutions in Quetta, Baluchistan

Abstract

This research investigates the implementation and awareness of the National Professional Teaching Standards (NPTS) in teacher training institutions in Quetta, with a primary focus on the professional growth and competency development of prospective teachers. The study employs a quantitative research design, utilizing regression analysis to examine the impact of NPTS components—subject matter expertise, instructional planning, and assessment strategies—on teaching effectiveness. Findings reveal a strong positive correlation between instructional planning and professional growth (r = .812, p < .001), highlighting the critical role of strategic lesson design and pedagogical methods in teacher development. Additionally, the study establishes a significant relationship between assessment strategies and professional growth (r = .648, p < .001), demonstrating the importance of evaluation and feedback mechanisms in teaching effectiveness.Despite these benefits, the study identifies major challenges in NPTS implementation, including limited institutional resources, inadequate training programs, and resistance to pedagogical change. The research suggests that enhancing teacher education curricula, incorporating professional development frameworks such as Kolb’s Experiential Learning Theory and the TPACK model, and adopting a comparative approach with other provinces could improve NPTS effectiveness. The findings provide evidence-based recommendations for educational policymakers and training institutions to develop a more sustainable, standardized, and effective teacher education system in Balochistan. This study integrates professional development theories such as Kolb’s Experiential Learning, the TPACK model, and Pedagogical Content Knowledge (PCK) to enhance the discussion on teacher training effectiveness.

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