Identifying Teacher Competency Priorities in Resource-Constrained Schools through a Training Needs Analysis

Abstract

Resource-constrained schools face a wide range of instructional challenges that require teacher competency development based on actual professional needs. This study aims to identify priority teacher competencies through a Training Needs Analysis (TNA) as a foundation for designing professional development programs. The study employed a descriptive mixed-methods approach involving 20 teachers from resource-constrained schools selected through purposive sampling. Data were collected using a TNA questionnaire consisting of rating-scale items and open-ended questions and were analyzed using descriptive statistics and thematic analysis. The findings reveal that the major challenges faced by teachers include limited access to electricity and the internet, low student literacy skills, insufficient learning resources, and the complexity of managing multigrade and heterogeneous classrooms. The integration of TNA findings identified six priority competency areas: contextual literacy instruction, heterogeneous classroom management, multigrade teaching, the development of low-cost instructional media, the use of technology appropriate to school conditions, and the design of adaptive instructional planning. These findings highlight that TNA provides a valuable evidence-based foundation for developing teacher professional development programs that are more contextualized, relevant, and responsive to the needs of resource-constrained schools.