Abstract
The study found that the inhibition amongst trained
secondary school teachers in using learned teaching
methodologies is caused due to the lack of content
knowledge, insufficient support from the
administration, scarce continuous professional
development opportunities, unsupportive
environment, large class size, in-efficiency to integrate
technology, inadequate post-training support and lack
of motivation. The study also concluded that teaching
inhibition is not possible to be controlled by virtue of
teacher’s training skills only. This study recommends
that trained teachers be permitted to experiment
within their permissible limits to try new teaching
methodologies under supervised conditions and reflect
upon them intermittently. Continuous support of the
school administration is the key to successfully
implementing the newly-acquired pedagogic and
scholastic skills for an educational institution to
improve its teacher education programme.
Fauzia Rafiq, Yousuf Sharjeel. (2018) Level of Inhibition in Trained Secondary School Teachers: Evidence from Pakistan, Journal of Education and Educational Development, volume 1, issue 1.2.
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