Assessing The Role of Master Trainers in Developing TPACK Competencies Among Newly Inducted Teachers

This study evaluated the role of master trainers in developing Technological Pedagogical Content Knowledge (TPACK) competencies among newly inducted teachers. Grounded in the TPACK framework, the research employed a quantitative survey design to assess teachers’ perceptions regarding the effectiveness of professional training delivered through the master trainer model. The population comprised 1,240 newly inducted teachers in District Kohat, from which a representative sample of 310 was determined using Krejcie and Morgan’s (1970) formula. Data were collected through a structured questionnaire measuring dimensions of technological, pedagogical, and content knowledge integration. An analysis conducted using SPSS revealed that master trainers were perceived as moderately effective in enhancing teachers’ technological and pedagogical skills, while higher effectiveness was noted in strengthening content-related competencies. Inferential statistics indicated significant differences in perceptions based on teaching level and years of experience. The findings suggest that while the master trainer approach contributes positively to teacher capacity-building, further improvements are required to strengthen technology integration and pedagogical innovation. The study recommends continuous professional development opportunities, regular evaluation of trainer performance, and incorporation of digital pedagogy modules to better prepare teachers for 21st-century classroom demands.