Effectiveness of Prior Professional Training on Prospective Teachers' Performance

Abstract

This study investigated the effect of prior professional training on academic performance among prospective teachers enrolled in M.A. Education programs within five public universities in Punjab province. Through a quantitative approach, the research examined performance differences between pre-trained and untrained teachers on the basis of gender and educational background. Data was collected through an adopted five-point Likert scale questionnaire and analyzed using SPSS. Results revealed that untrained prospective teachers generally demonstrated better academic performance compared to their trained counterparts, particularly at the F.A. level. Untrained respondents attained a higher mode CGPA (3.09) compared to trained candidates (2.98), representing a statistically significant difference (t = 2.974, p = 0.003). This pattern was especially noticed among female F.A.-level participants, where untrained respondents achieved a mean CGPA of 3.08 compared to 2.96 for trained teachers (t = 2.953, p = 0.003). However, at the B.A. level, no significant performance differences were examined between trained and untrained teachers of either gender. The study concludes by advocating for a restructuring of teacher education programs to better integrate theoretical knowledge with practical teaching experience, thereby enhancing preparedness for classroom challenges. It is suggested that the effectiveness of pre-professional training may differ by educational level, with particularly significant effects among F.A.-level female teachers.