Training Needs Analysis For Teachers: Viewpoints Of School Heads

Abstract

This study investigates the experiences of school principals in the training needs analysis of teachers. This study employed a phenomenological research design to determine the experiences and perceptions of the eight (8) participants. On the positive experiences, the themes generated were gaining insights into teachers’ strengths and weaknesses and creating a culture of professional development. On the other hand, the themes of the negative experiences of the school principals were allocating limited training resources and time constraints. Regarding coping ways, the generated themes were fostering collaboration, utilizing different assessment techniques, and promoting internal resources. The themes generated by the educational management insights were conducting program evaluations to measure training effectiveness, involving teachers in the process, and encouraging teacher-led initiatives. The themes implied that school principals should improve their democratic leadership skills to conduct training needs analysis of teachers effectively and efficiently. Training effectiveness should be determined, and teachers should be assigned roles and responsibilities so that they can take charge of and direct their professional development. The results generated provided comprehensive data for future research with a similar scope.