AN EXPLORATORY STUDY OF THE PROBLEMS FACED BY THE DISTRICT TEACHER EDUCATORS (DTES) REGARDING THEIR PROFESSIONAL EXPERIENCES IN PRIMARY SCHOOLS OF PUNJAB

In an attempt to enhance educational quality, the Province of the Punjab introduced District Teachers Educators (DTE) into schools (mainly primary) with the aims of offering support and mentoring to teachers, providing professional development opportunities along with a monitoring role based mainly on monthly student- testing. The main objective of this study is to explore the problems the DTE face in fulfilling their roles in schools. A sample was selected by using convenient sampling technique. The qualitative approach was used to collect data through interviews in this study. This study reveals problems related to the ownership of the process by teachers and head-teachers, the lack of resources often hindering effective work, and the entire process of monitoring by means of student testing facing great difficulties. The conflict in the roles of the DTE is discussed as they seek to integrate a supportive role with that of monitoring, whereas the basis of monitoring is questioned in the light of consistent international research evidence. The study recommends that the conflicts among the monitoring teachers should be resolved. Moreover, their time would be better spent in the supportive-enhancement role, leaving the monitoring role aside. It is suggested that DTEs should be given time to read, and collate evidence from the wide range of literature to learn new insights in education