IMPACT OF INITIAL TRAINING PROGRAM ON TEACHERS’ LEVELS OF SATISFACTION AND EFFECTIVENESS AT PRIMARY SCHOOLS IN SAINT LUCIA

The need to evaluate teacher preparation programs to identify gaps and improve program quality has been well established in the literature. Notwithstanding, the two-year initial training program in Saint Lucia has not undergone any rigorous appraisal. In light of this, the current study adopted a mixed method concurrent triangulation design to evaluate the initial training program to determine its impact on graduates’ perceived level of satisfaction and effectiveness in the classroom. Driven by a systems, stakeholder and social cognitive theory, this study was guided by five research questions. An adapted questionnaire was used to purposively survey 112 primary school teachers while open-ended questions and interviews were utilized with a sub sample of survey participants, 16 principals, six district education officers and two curriculum officers. Obtaining data from multiple sources and methods enabled data triangulation and contributed to the study’s trustworthiness. Results revealed a high perceived level of satisfaction with training (M=104.98 or 84%; Std = 14.070) and high perceived level of classroom effectiveness (M=78.87 or 83%; Std =8.065). Bivariate correlation statistical analysis shows positive relationships between initial training and respondents’ level of satisfaction (r=0.540; p<.001) and effectiveness in the classroom (r=0.687; p<.001). Findings also show that insufficient practical teaching opportunities; inadequate mentoring; lack of classroom and cultural relevance in some courses; and teacher educators’ failure to practice what they preach are some major challenges encountered during initial training. The findings further reveal that participation in PLCs, the provision of resource materials and pedagogical support are some ways by which teachers are supported to enhance their classroom effectiveness. Factors such as examination pressures, teachers’ limited classroom management skills and student misbehavior negatively affect teachers’ classroom practice.   Based on the findings, it is recommended that where gaps exist, program components be redesigned to prepare teachers more effectively for the realities of schools. Current findings can assist in the cultivation of systems of partnerships among key stakeholders, policy development and implementation to overcome program deficiencies and contribute to teacher efficacy. Further research can investigate the existing mentoring approach and teachers’ practice post initial training to determine its impact on students’ learning outcomes and overall effectiveness.