Exploring the Lived Experiences of Teachers during In-Service Training: A Phenomenological Study

Abstract

This study explores the lived experiences of teachers during in-service training at a higher secondary private sector colleges of same group in Punjab Pakistan, aiming to understand the impact of training on professional growth, teaching practices, and institutional support. In-service training is critical for enhancing teaching effectiveness, yet its success depends on content relevance, institutional support, and practical applicability. Despite its importance, limited research examines teachers' lived experiences, particularly in developing contexts like Pakistan. A phenomenological approach was employed, with data collected through semi-structured interviews with 18 teachers. Thematic analysis was used to identify key themes related to training experiences, challenges, and outcomes. Findings revealed five themes: relevance of training content, practical challenges in implementation, institutional support, professional growth, and collaboration. Teachers valued practical, context-specific training but faced challenges like resource constraints and insufficient follow-up. Training programs should focus on practical, subject-specific content, provide sustained institutional support, and foster structured collaboration and reflective practices to enhance effectiveness.