Impact of Teacher Training on Classroom Practices; Mediating Role of Instructional Leadership in Private Junior Schools of Karachi

Abstract

This research studied the effects that teacher development training has on classroom practices and how instructional leadership helps to facilitate these practices in the context of private junior schools in Karachi, Pakistan. Consequently, this research investigated the relationship between the variables of teacher development training, instructional leadership, and teacher's classroom practices. A quantitative, cross-sectional survey method of data collection was used. Data were collected from 116 participants (114 teachers and 12 instructional leaders) from four private junior schools of Karachi district East, using an adapted tool from (Bada et al., 2025) and structured questionnaire based on a 5-point Likert scale. Data were analyzed using SPSS with descriptive statistics, reliability analysis, correlational and regression analysis. The outcome indicated there were strong, positive connections between teacher training and classroom practices through the support of instructional leadership. Teacher training had a very strong, positive relationship to classroom practices (β = 0.832, p < 0.001) while instructional leadership has had a large and statistically positive relationship with classroom practices (β = 0.847, p < 0.001). The correlation analysis found that instructional leadership mediated the relationship between teacher training and classroom practices, suggesting that by providing need based training and support to the teachers, the impact of professional development on actual classroom practices will be maximized. The study by (Mokhtar & Razak, 2024) found that teacher professional learning practices were influenced by both principal instructional leadership and teacher competency provides evidence for the necessity of having effective (continuous) teacher training as well as strong instructional leadership in order to improve the quality of teaching and the effectiveness of classroom instruction. Additionally, the results of this research will add to the existing body of knowledge on educational leadership and professional development, as well as provide school leaders, policy makers and educational institutions with practical implications for improving instructional quality and facilitating sustained improvement within their schools.