Evaluation of In-Service Teacher Training Under SSA

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DOI: https://doi.org/10.63345/ijre.v14.i11.3

A Renuka

MAHGU

Dhaid Gaon, Block Pokhra , Uttarakhand, India

​raorenuka2@gmail.com

Abstract
This study evaluates the effectiveness of in‑service teacher training programs implemented under India’s Sarva Shiksha Abhiyan (SSA) between 2013 and 2016. Focusing on both the design and delivery of training modules, the research examines how such initiatives enhanced teacher competencies, instructional practices, and student learning outcomes at the elementary level. Using a mixed‑methods approach—combining document analysis, classroom observations, and a structured survey of 250 in‑service teachers across five states—this paper assesses program relevance, participant satisfaction, and application of new skills.

Findings indicate that while training content was generally aligned with curriculum reforms and teachers appreciated activity‑based learning strategies, variability in facilitator expertise, logistical challenges, and limited follow‑up support constrained sustained classroom innovation. Although over two‑thirds of participants experimented with new pedagogical techniques immediately post‑training, fewer than half integrated these approaches consistently over time. Moreover, systemic factors—such as large class sizes, inadequate infrastructure, and competing administrative duties—further impeded transfer of learning. The study concludes with recommendations to strengthen trainer capacity, institutionalize mentorship cycles, leverage digital platforms for continuous support, and incorporate robust monitoring mechanisms to foster a culture of ongoing professional growth.

Keywords

In-Service Teacher Training; Sarva Shiksha Abhiyan; Teacher Professional Development; India; Program Evaluation

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