A Phenomenological Study of Master Trainers Regarding Induction Training Practices in Punjab

Abstract

A trainer's role is to assist his trainees in how to be a skilled and effective master trainer. A good trainer can grab the attention of the participants by guiding them on how to be effective in their work (Hasib & Azka, 2020; Parsley, 2018). The research aimed to find out master trainers’ lived experiences related to induction training of elementary school teachers in Punjab. The present study was conducted in the phenomenological design because it is intended to gain deep insight into master trainers’ perspectives related to induction training of elementary school teachers. For this study, six semi-structured in-depth phenomenological interviews were conducted for data collection. Only those master trainers were selected for research who had a minimum of five years of training experience in induction training. Both male and female participants were selected through purposive sampling. Three-stage coding methods and thematic analysis were used for data analysis. Qualitative data analysis revealed key four themes, namely being experienced as a master trainer, activities by trainers, skills developed by trainers, and the fourth theme was complicated with the challenges facing being a master trainer and suggestions from them. Findings from this research, point out that induction training has countless value for elementary school teachers. The study also explored and communicate the importance of master trainers' role in developing different skills of elementary school teachers through different activities. The study also investigated the master trainers' challenges and problems related to induction training.