Coordination among stakeholders has been considered as a significant influential factor in providing teachers with quality Professional Development (PD) opportunities. The importance of coordination intensifies when a variety of PD providers work on the capacity building of teachers in the same region such as in some rural areas of Pakistan. The current research explored the nature of coordination among various stakeholders while designing and implementing PD programs for teachers in rural Pakistan. To achieve this aim, qualitative case study approach was used and data were generated through focused group interviews from PD providers, education managers, school leaders, and teachers. The results indicated a limited coordination among the stakeholders leading to a variety of issues such as overlapping programs, conflicting expectations from teachers, and selection of irrelevant teachers for PD. Drawing on the experience of the stakeholders who participated in this research, the paper suggests a model of coordination which the educational reformers, especially the PD providers and education managers, should consider while designing and implementing the capacity building programs for teachers.
Predictors of Practitioners’ Use of Recommended Early Childhood Intervention Practices