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Evaluation Of Teacher Training Effectiveness In Jammu & Kashmir State Administration: A Crosssequential Study

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  • Imran KHAN

    (Amar Singh College - Cluster University Srinagar, Srinagar, India)

  • Sabiya MUFTI

    (University of Kashmir, Srinagar, India)

  • Nazir Ahmed NAZIR

    (University of Kashmir, Srinagar, India)

Abstract

In the recent years, the government in Jammu & Kashmir takes developing human expertise more seriously than ever before. However, human resource development evaluation practices in J&K is somewhat overlooked in issues connected to learning, training to transfer and organizational results. To help close the gap, this study examined the degree to which dimensions pertaining to three levels of the Kirkpatrick’s Evaluation Model assess the effectiveness of State sponsored training program. Data were obtained from a nonrandom sample of 467 teacher trainees at Time1, 352 teacher trainees and 42 supervisors at Time2. The descriptive analysis revealed the inherent disliking of training programs among trainees’, lack of expertise of non-professional trainers, poor communication between trainees’ and administrators and absence of rewards. The lack of skills application even inhibits to improve classroom discipline, management of time and use of appropriate learning tools thereby stressing the need to recognize work environment factors that can facilitate transfer.

Suggested Citation

  • Imran KHAN & Sabiya MUFTI & Nazir Ahmed NAZIR, 2017. "Evaluation Of Teacher Training Effectiveness In Jammu & Kashmir State Administration: A Crosssequential Study," Business Excellence and Management, Faculty of Management, Academy of Economic Studies, Bucharest, Romania, vol. 7(3), pages 19-39, September.
    • Handle: RePEc:rom:bemann:v:7:y:2017:i:3:p:19-39
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    References listed on IDEAS

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    1. A. Giangreco & A. Sebastiano & R. Peccei, 2009. "Trainees' reactions to training: an analysis of the factors affecting overall satisfaction with training," Post-Print hal-00323772, HAL.
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