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Study on the Development of a Teacher Training Program to Improve
the Pedagogical Knowledge of Unskilled Teachers in a New Nation:
Focusing on Improving the Teaching Skills of Teachers Engaged in
Literacy and Numeracy in South Sudan
Mark Taban Francis
Faculty of Education, Department of Graduate School of Social and Cultural Sciences, Okayama
University, Japan
DOI:
https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0756
Received: 10 December 2025; Accepted: 18 December 2025; Published: 26 December 2025
INTRODUCTION
The purpose of this study was to implement and evaluate a developed teacher training program aimed at
enhancing the pedagogical knowledge and teaching competencies of unskilled teachers or beginner teachers in
South Sudan, particularly those teaching literacy and numeracy in secondary schools. In a February 16, 2024
interview with Eye Radio, Kuyok Abol Kuyok the then Undersecretary of the Ministry of General Education
and Instruction reported that only 20% of South Sudan’s 64,000 teachers—about 15,360—are professionally
qualified. This indicate that, there is a general lack of adequate programs to improve the quality of education,
particularly in the areas of literacy and numeracy. This study sought to bridge the gap between unskilled teachers’
existing instructional practices and the learner-centered pedagogical approaches required for effective teaching
and learning. The program development intervention (PDI) focused at equipping teachers with effective
instructional methods, classroom management techniques, and learner-centered approaches, the program belief
to directly improve lesson delivery and student engagement. This shortage of qualified teachers stems largely
from rapidly growing school sectors which is being aggravated by a number of other factors too, including
government recruitment policy, the aging teaching population, irregular salaries, the high turnover rate of
teaching staff, and the unattractiveness of teaching as a career compared to other careers (Ingersoll, 2002;
Santiago, 2002).
The success of educational reform efforts in South Sudan greatly depends upon the provision of adequate
qualified teachers, especially with most of its teaching workforce are unskilled teachers. This is consistent with
the United Nation’s (UN) Sustainable Development Goal (SDG) Goal 4, Target 4.c that aims to increase the
supply of qualified teachers by the year 2030 (UN, 2015). Teachers are principal of professional human
transformation because they don’t only impart knowledge but equally moral values. Therefore, it is important
that teacher education is taken seriously, because teachers can only convey what they have, if they are not
educated, they cannot impart morals or ethical values for the production of ethical professionals (Amolo and
Ganira, 2017).
Unfortunately, it is common in developing countries for many alternative route teachers not to have a bachelor’s
degree, only having completed secondary schooling and short induction courses before beginning as classroom
teachers. In South Sudan, these alternative route teachers are referred to as ‘Qualified Teacher Status’, ‘crash
program teachers’ the Global Education Monitoring report (UNESCO, 2022). It is a 40-day taught program
which is taken in eight separate 1-week courses over a period of two years which is not even effective due to
concurrent conflict and economic hardship the country is going through.
Theoretical framework
This study draws on the Whole Teacher Professional Development (WTPD) approach, alternatively, referred to,
as the Gestalt (Korthagen, 2004, Korthagen, 2001). The Gestalt as a theorical framework provides a departure
from the traditional approach of professional development that speaks primarily to teachers’ acquisition of
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knowledge and skills. The Gestalt or the WTPD emphasizes and addresses the salience of promoting all aspects
of a teacher’s development which encompasses attitudes, knowledge, and practice. Duff and Marriot, (2017)
argue that educators should develop as lifelong learners, reflective thinkers and ethical leaders exemplifying the
ideals of literacy and scholarship. Korthagen, (2007) has grouped the characteristics under three categories,
namely, skill, concern for others and concern for self. The Gestalt or Whole Teacher Professional Development
(WTPD) theoretical framework, particularly through the development of “Gestalt Pedagogy” is predominantly
well-established and recognized in German-speaking countries and some Eastern European countries. For
example, in China this theory is used in teaching Chinese characters to foreign students (Xiaoli, 2024).
To understand the impact of complete professional development on novice teachers. in view of the Gestalt
objectives, teacher’s quality becomes central and topic in the teacher education and education milieu. Numerous
research studies indicate that the key to increasing teachers’ proficiency in teaching is their continuing
development and learning through effective professional development (Gurevich, Stein, & Gorev, 2017).
Effective PD updates teachers’ content knowledge, exposes them to new teaching strategies and methods,
sustains their teaching effectiveness, and prompts continuous growth (Korthagen & Vasalos, 2005). Novice
teachers might face challenges of workplace adjustment, poor mentoring and absence of professional collegiality
which might inadvertently delay their achievement for the required professionalism development.
The uniqueness of the Gestalt or Whole Teacher Professional Development (WTPD) framework in this study
lies in its holistic response to the complex realities faced by unskilled teachers in South Sudan. Unlike traditional
Professional Development models that prioritize technical skills alone, WTPD integrates teachers’ attitudes,
emotions, self-concept, and professional identity—critical factors in a post-conflict context marked by low
qualifications, limited mentorship, and weak collegial support. By addressing the “whole teacher,” this approach
nurtures reflective practice, confidence, and learner-centered mindsets, helping beginner teachers in literacy and
numeracy develop not only instructional competence but also resilience and ethical commitment essential for
effective teaching in fragile settings.
LITERATURE REVIEW
The study by Gordon (1991) reviews studies on novice teacher concerns to ascertain if teachers in particular
subject areas had special problem. It is found that the majority of the cited research on the concerns of beginning
teachers has some common findings despite of differences in the research methods or the sample of participants.
The review recognizes the 12 most common concerns of beginning teachers which include managing the
classroom, acquiring information about the school system, obtaining instructional materials and resources,
planning, organizing, and managing both instruction as well as other professional responsibilities, assessing
students and evaluating student progress and motivating students. Whilst acknowledging the common concerns
of beginning teachers, the study by Gordon also found other significant concerns on using effective teaching
methods, dealing with individual students’ needs interests, abilities, and problems, communicating with
colleagues, including administrators, supervisors, other teachers, communicating with parents, adjusting to the
teaching environment and role, and emotional support.
Similarly, new problem emerges in Higdon (2005) case study of four first year teachers in two urban elementary
schools in Central Texas. The individual and cross-case analyses of the study indicate additional component to
the lists of perceived problems of beginning teachers by (Veenman, 1984; Gordon, 1991). This is because, the
findings of the study by (Higdon,2005), implies that the participants also encountered challenges in
understanding the cultures of their students and working with English language learners. These difficulties are
due to the context of the schools that are located in urban districts which tend to be large with the rich diversity
of communities within the district. Higdon argues some recommendations to overcome these challenges that
requires active participation from school administrators especially from the principals of the schools.
On the other hand, findings from (Eckola, 2007) case study imply that fatigue and illness to be among the
challenges for the participants in the study. This study examined the life of two new elementary teachers during
their first year in the profession and also found time management and new professional roles to be major
challenges for the participants. The study by (Eckola,2007) suggests that an induction program could be
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developed to avoid challenging areas and provide beneficial items that were associated with a solid beginning
in the profession. Similar to (Higdon, 2005) study, the study by (Eckola, 2007) concluded that the building
principal and the district induction program director need to be actively involved in the organization and on-
going implementation of first year induction activities and assessments in order to enhance the outcomes of the
initial professional development experience.
In another study by (Souder, 2005; Fantilli & McDougall, 2009) discovers how first-year teachers reframed their
initial challenges as they reflected on their teaching experience. Using qualitative approach, three Professional
Development School program graduates teaching in different elementary Professional Development Schools in
a Mid-Atlantic metropolitan area were interviewed. Participants initial challenges pivot around four themes:
curriculum, meeting student needs, teaching practice, and workload. Challenges of curriculum includes its
amount, curriculum planning, and integration of the curriculum while challenges of meeting students need
include diagnosing their needs and meeting needs of individual students. On the other hand, challenges in
practice comprise issues such as sickness and injury that interfere with practice, need for independence, living
up to own expectations, conflicts, classroom management, team teaching, and need for appropriate support.
Whereas, challenges with workload take account of unexpected amount of workload and administrative tasks,
time required doing a good job and schooling pressure. Findings from this study suggest that the participants
were able to learn from experience and reframe their initial challenges as they had a clear vision about their
responsibility in creating and maintaining an optimal teaching and learning environment based on pre-service
training and experience. They also had a reflective partner at the school that shared a similar vision and school
environment that was receptive to change and allowed them the freedom to examine and transform their teaching
practice, and these enable them to learn from experience and reframe their initial challenges.
The studied literature provides valuable understandings into the challenges faced by novice teachers, including
classroom management, workload, curriculum demands, and cultural adjustment. However, most of these studies
were conducted in developed contexts specifically in the USA, focusing primarily on individual and institutional
support without considering the authenticities of under-resourced settings like South Sudan. Besides, the
literature underlines first-year teachers’ experiences but offers limited practical frameworks for addressing
pedagogical skill gaps among unskilled teachers. There is also insufficient attention to structured professional
development models that holistically boost teachers’ knowledge, attitudes, and practices. This study addresses
these gaps by developing and evaluating a contextually relevant training program for unskilled teachers as a
mean of improving quality of teaching and learning in secondary schools.
Situation of education system in South Sudan
On a brief background to South Sudan education system, a new country borne in July 9, 2011. The country is
seriously engaged in the process of reconstruction, including in the area of education. The country is in dire need
of human capital and financial resources to achieve the striving goals that are fundamental both for her survival
and development. Also, as a new nation, South Sudan still needs to establish institutional systems and procedures
within the government and especially the education sector.
As the study is focusing on improving the skills of unskilled teachers in South Sudan, it is very important to
begin with a brief history of teacher professional development in South Sudan of that time which displays that
prior to the war period, which was 1980s there were about six teacher training institutes spread in various parts
of the country. But by mid 1980s the government decided that all primary teachers must be university graduates,
so the Teacher Training Colleges were attached to operate under universities. By the 1990s war deepened in the
country so teacher training institutions were shut down and only two remain operational but could not serve the
entire country due to insecurity in roads (USAID, 2009). In 2005 there was an enchantment of peace period and
schools reopened but there was shortage of trained teachers to meet the required needs of the quality education
in the country and the situation persist up to today.
In term of educational development, South Sudan is ranking third in the world record with a high illiteracy rate
of 73% of aged 15 and above, according to the (Ministry of General Education and Instruction, 2016). In the
same notice the General Education Strategic Plan South Sudan 2017- 2022 stated that the Gross Enrollment
Ratio (GER) for primary education in 2016 was 62.3% (official age for primary is (6-13), while that for
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secondary education was only 6.5% (official age for secondary is (14-17). For tertiary education, the GER has
not been calculated yet because of a lack of reliable data. Therefore, without continuous professional
development for teachers, there can be no quality education for the children of South Sudan. The vast majority
of teachers have no training at all and operate as untrained volunteers.
The formal education hierarchy in South Sudan is an 8-4-4 system that is eight years primary education, four
years of secondary education and four years of higher education classification (WIKIPEDIA, 2025). There is
also what we call an Accelerated Education System (AES), which consists of six years of different programs,
that includes the Accelerated Learning Program (ALP) and the Community Girls School (CGS) that offers
flexible entry and exit points for children, youth and adults. For professional entry, the Teacher Training Institutes
(TTIs) are established through which in-service and pre-service training are put in place to help inhabit the
teaching workforce. The Technical and Vocational Education Trainings (TVETs) are established to prepare
students with practical and relevant skills that will lead to employment through various programs that range in
span from months to years.
On the policy governing teachers’ recruitment, the (UNESCO; Ministry of General Education and Instruction,
2017) stated in their policy reforms of recruiting and registering trained teachers in public schools or public adult
education or by a private a proprietor of a private school to grant him/her the final approval to enter the teaching
profession must poses a minimum qualification. For instance, teachers who teach in pre-school should possess
a South Sudan Certificate of Secondary Education or its equivalent and a teaching certificate from a recognized
teacher training institution as well as those teachers who teach in primary school should have a South Sudan
Certificate of Secondary Education or its equivalent or Diploma and a teaching qualification from a recognized
teachers training institute. Meanwhile for teachers who teach in secondary school should have a Bachelor’s
Degree in Education or its equivalent or a Bachelor’s Degree in other discipline and a teaching qualification
from a recognized teachers’ training institution.
In the absence of strong enforcement and adequate supervision from the ministry, these reforms have had little
impact. This is evident from a statement by an official from the Ministry of General Education and Instruction,
who noted that only 20% of teachers in both primary and secondary schools are professionally trained (Eye
Radio, 2024). Several additional issues continue to undermine the quality of secondary education. These include
an ageing teaching workforce, high turnover among beginner teachers, shortages of qualified staff in key subject
areas, the lack of a harmonized curriculum, low academic qualifications among some teachers, limited
instructional resources, weak assessment practices, poor admission procedures, inadequate libraries and office
facilities, weak coordination, irregularities in teacher recruitment and payment, and limited political commitment
to implement the teacher career development framework outlined in the (General Education Act, 2012).
Overall objective
To examine and assess a contextually relevant teacher training program that enhances the pedagogical knowledge
and teaching practices of unskilled teachers engaged in teaching literacy and numeracy in South Sudanese
secondary schools.
Specific objectives
To assess the extent to which Pedagogical Content Knowledge (PCK) training enhances teachers’ ability to set
clear, measurable, and content-specific learning objectives in their lesson plans
To examine whether Pedagogical Content Knowledge (PCK) training strengthens teachers’ capacity to anticipate
and addresses common student misconceptions during lesson planning
To identify contextual differences in (school types, school location or background) that influence how
Pedagogical Content Knowledge (PCK) knowledge acquired through training translates into lesson planning
practices
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The purpose of this study is to implement and evaluate a developed teacher training program aimed at enhancing
the pedagogical knowledge and teaching competencies of unskilled teachers in South Sudan, particularly those
teaching literacy and numeracy in secondary schools. This study is unique because it addresses a critical
educational challenge in one of the world’s newest and least developed nations—South Sudan—where a large
proportion of teachers lack formal pedagogical training. Unlike other contexts, South Sudan’s education system
faces the compounded effects of prolonged conflict, limited teacher training institutions, and resource shortages.
Therefore, developing a contextually grounded teacher training program is not only innovative but essential for
rebuilding the education sector. The study uniquely integrates local realities, such as linguistic diversity, limited
infrastructure, and the urgent need for literacy and numeracy skills, to create a training model that is both
practical and scalable within South Sudan’s fragile education environment.
Research questions
1- To what extent does Pedagogical Content Knowledge (PCK) training improve lesson-plan quality?
2- Which Pedagogical Content Knowledge (PCK) dimensions show the largest gains (e.g., addressing
misconceptions vs. task design)?
3- Do effects differ by school types (public vs. private) or context (urban vs. rural)?
Data source
The data presented in Tables 1-17, including Figure 1 originated from a structured pre- and post-intervention
assessment of 20 unskilled teachers across urban and rural secondary schools in South Sudan. The data were
collected through trainings, classroom observations, and lesson plan evaluations to measure changes in
perception, teachers’ competence and classroom practices. Analysis using SPSS revealed significant
improvement in teachers’ ability to plan learner-centered lessons, use teaching aids, and engage students actively.
The presentation of results through tables enables a clear visualization of the intervention’s impact, highlighting
both urban–rural variations and overall progress in teaching quality.
In addition to the quantitative improvements observed, qualitative data from teacher interviews revealed
meaningful changes in classroom behavior and professional attitudes. Teachers consistently reported increased
confidence, better lesson organization, and a stronger commitment to learner-centered teaching. Rural teachers
highlighted the importance of creativity and local resource use, while urban teachers emphasized improved
assessment and planning. These reflections confirm that the intervention not only enhanced technical skills but
also inspired a shift in teachers’ beliefs and motivation toward more effective teaching practices.
METHODOLOGY
This section presents the methodology used for this research study. In particular, it highlights research approach
and design, population and sampling procedures, data analysis and ethical considerations.
Research approach and design
The study employed a mixed-methods research approach to explore and get detailed information on assessing a
contextually relevant teacher training program that enhances the pedagogical knowledge and teaching practices
of unskilled teachers engaged in teaching literacy and numeracy in secondary schools of Eastern Equatoria and
Central Equatoria states of South Sudan. In this study, a convergent parallel mixed method design was used. In
this type of design, quantitative and qualitative data are simultaneously collected, separately analyzed, combined,
and then interpreted to see if the findings supported or contradicted each other's interpretation of the overall
results (Creswell & Creswell, 2018).
The training intervention developed for this study focuses on finding teachers pedagogical practice beliefs and
understanding in relation to teaching practices and teaching competence that should have an impact on quality
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of education and students’ performance using learner- centered teaching method. The training intervention were
categorized into four modules;
• Module 1 was on understanding the principles of so-called “Professional Learning Communities” (PLCs)
• Module 2 on basic of lesson preparation such as writing objectives using action verbs; selection of
teaching and learning materials; assessment strategies and feedback; classroom management
competencies; and learner participation
• Module 3 introduced the unskilled teachers to bigger idea of learner-centered method
• Module 4 focused on gaining understanding of different conceptions of teaching to help the unskilled
teachers make informed decisions when choosing relevant teaching techniques for particular topic
This intervention was accompanied by training/workshop for the selected participants. Before conducting the
workshop, the researcher observed the instructional approaches used by the selected participants while teaching
students in their respective school classrooms. In each location the training took two days before initial
involvements with the students. At the first day of the workshop session, two modules were facilitated during
the first training session. The first module was intended to help both the untrained English and Mathematics
teachers gain an understanding of working together as a learning community of teachers. The researcher thought
that understanding the principles of so-called “Professional Learning Communities” (PLCs) was likely to help
them develop a culture of working together through sharing the skills they had gained and supporting each other
in teaching challenging English and Mathematics contents. The second part introduced the untrained/beginner
English and Mathematics teachers to the basics of lesson preparation, such as: writing objectives using action
verbs; the selection of teaching and learning materials; assessment strategies; writing classroom level lesson
competencies; and evaluating the lesson. Lesson competency/competencies is a recently introduced concept in
the South Sudan competence-based education curriculum, defined as ‘a general statement detailing the desired
knowledge, [behavior] and skills it is intended learners achieve by the end of the instruction session or course
program’ (Hartel and Foegeding, 2004). The untrained English and Mathematics teachers were also given the
opportunity to evaluate different lesson plan templates from their schools and their old lesson plans in relation
to the key features of well stated lesson objectives and students’ lesson competencies.
In the second day. the workshop covered modules three and four. Module three introduced the untrained English
and Mathematics teachers to the bigger idea of learner-centred method which was considered relevant to the
unskilled/beginner English and Mathematics teachers because the South Sudanese competence-based education
curriculum advocates the use of teaching strategies in classroom deliverable. Module four focused on gaining
understanding of different conceptions of teaching English and Mathematics to help the untrained teachers make
informed decisions when choosing relevant teaching approaches for a particular topic. They were encouraged to
judgmentally examine several teaching ideas such as: imparting of knowledge; teaching as transmission,
conceptual change; facilitating of knowledge; and interaction or transformation.
Population and sampling procedures
A sample of 10 schools was selected from targeted schools of 109. The sample size for this study involved 20
classroom unqualified English and Mathematics teachers from two states out of 10 states. Although five (5) of
them completed universities, but they were not originally trained as teachers based on their specialties. The study
was conducted in the secondary schools of Eastern Equatoria and Central Equatoria states in South Sudan. The
study employed convenience sampling techniques to select teachers according to their gender first come first
serve techniques for each gender. The convenience sampling techniques was also used to select 10 schools
according to their geographical locations of urban and rural. In the selection 6 schools were selected from urban
with 12 participants and from rural schools 4 schools were selected and 8 participants participated in the
training/workshops.
Data collection, Analysis and Ethical consideration
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The researcher used Training Program Development Intervention (TPDI) and interview guide for data collection.
The reliability of the instruments was computed through a mean score before, after the intervention, standard
deviation (SD) and standard error (SE) based on the measurable indicators highlighted in the training module2.
The researcher first developed the training program and shared it with the Okayama University Department of
Education and technical team in the Ministry of General Education and Instruction in South Sudan to check the
validity in relation with the curriculum subject contents of both English and Mathematics. Quantitative data was
analyzed using descriptive statistics with the help of the Statistical Package for Social Science (SPSS).
Qualitative data was analyzed through thematic analysis. The researcher asked for permission from the respective
authorities in order to ensure ethics and to ensure confidentiality and anonymity in doing the research.
THE PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA
Profile of the respondents
In-depth Program Development Intervention (PDI) for English and Mathematics were conducted with twenty
untrained teachers though others have professions but not in the field of education, including three female
teachers from different locations (i.e., both urban and rural). The interviewed respondents were from both private
and public schools. The profile of the interviewees (i.e., unskilled teachers for both Mathematics and English) is
presented below.
Table 1. Profile of respondents
Participa
nt
Scho
ol
Type
School
Locati
on
Participan
ts' Age
Participan
ts' Sex
Participant
s'
Qualificati
on
Teaching
Experien
ce
Teachers
' Status
Trainin
g Status
Remark
1
Publi
c
Urban
32
Male
Certificate
4
Part-
time
Untrain
ed
English
teacher
trained
on job
2
Publi
c
Urban
35
Male
Certificate
2
Permane
nt
Untrain
ed
Math
teacher
Trained
on job
3
Publi
c
Rural
51
Male
Certificate
5
Permane
nt
Untrain
ed
Math
teacher
trained
on job
4
Publi
c
Rural
27
Female
Certificate
4
Permane
nt
Untrain
ed
English
teacher
trained
on job
5
Privat
e
Urban
43
Female
BA
5
Permane
nt
Trained
English
teacher
6
Privat
e
Urban
39
Male
BA
6
Part-
time
Trained
Math
teacher
but
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statistici
an
7
Publi
c
Rural
40
Male
Certificate
7
Permane
nt
Untrain
ed
Math
teacher
trained
on job
8
Publi
c
Rural
41
Male
Certificate
9
Permane
nt
Untrain
ed
English
teacher
trained
on job
9
Privat
e
Urban
28
Male
Certificate
3
Part-
time
Untrain
ed
English
teacher
trained
on job
10
Privat
e
Urban
31
Male
BSc
4
Part-
time
Trained
Math
teacher
trained
on job a
compute
r science
11
Publi
c
Rural
27
Male
Certificate
3
Permane
nt
Untrain
ed
English
teacher
trained
on job
12
Publi
c
Rural
33
Male
Certificate
5
Permane
nt
Untrain
ed
Math
teacher
trained
on job
13
Publi
c
Rural
44
Male
Certificate
7
Permane
nt
Untrain
ed
Math
teacher
trained
on job
14
Publi
c
Rural
30
Male
Certificate
2
Part-
time
Untrain
ed
English
teacher
trained
on job
15
Privat
e
Urban
26
Male
Certificate
3
Part-
time
Untrain
ed
English
teacher
trained
on job
16
Publi
c
Urban
27
Male
Certificate
4
Permane
nt
Untrain
ed
Math
trained
on job
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17
Privat
e
Urban
35
Male
BSc
5
Permane
nt
Trained
Math
teacher
qualified
18
Publi
c
Urban
40
Male
BSc
10
Permane
nt
Trained
Math
teacher
qualified
19
Publi
c
Urban
30
Male
Certificate
2
Part-
time
Untrain
ed
Math
teacher
trained
on job
20
Publi
c
Urban
27
Female
Certificate
2
Permane
nt
Untrain
ed
English
teacher
trained
on job
Demographic distribution of respondents
The qualitative data was collected on the basis of school type, school location, age, sex, academic qualifications,
teaching experience, appointment status and training status, as shown in the table below. In terms of age group,
equal numbers of respondents were selected from the 40 years above and younger age group and from the 40
years plus age group. The majority of the respondents were male with only three female teachers. Almost equal
number of participants were selected from urban and rural schools, and slightly more were drawn from urban
locations.
Table 2: Demographic distributions
S.N
Categories
Group
No. of respondents
1
Age group
25 - 40 years
14
40 plus years
6
2
Gender
Male
17
Female
3
3
School type
Public
7
Private
3
4
School location
Urban
6
Rural
4
5
Teachers' Experience
1 - 10 years
14
10 plus years
6
6
Academic qualification
School certificate
15
BA
5
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7
Appointment status
Permanent
13
Part-time
7
8
Training status
Trained
5
Untrained
15
Looking at the academic qualifications and teaching experience of the respondents, the majority had completed
secondary school certificates and three quarters had less than 10 years of teaching experience. This suggests that
most of the respondents had less minimum academic qualifications and less work experience. Consequently, it
is interesting to note that nearly all respondents from public schools were untrained teachers who are permanent
teachers. However, only a few respondents from public schools had a part-time contract. Critically observing the
age group 90% of the teachers are in age range between 25 – 40 years of age whereas only 10% is above 40
years of age. In term of school type, 7 public and 3 private schools were selected for the intervention as shown
on the table above. In the category of school location, 6 urban 4 rural schools were selected for Program
Development Intervention (PDI) for untrained teachers who teaches English and Mathematics in the lower
secondary schools more especially from senior one to senior two.
This first section of the analysis explains the profile and distributions perception of the 20 respondents before
and after the intervention by school location, school types, gender, qualification, status of schools, and training
status. The interpretation of the data was done to ascertain the perception of the respondents on the teaching
practices used before and after the intervention to measure the effectiveness of the training program.
Table 3: school location response before intervention
Perception
before
intervention
School location
Number
Mean
Standard Deviation
Standard Error
Urban
12
45.67
5.105
1.474
Rural
8
42
3.703
1.309
Before the intervention, urban teachers showed slightly higher perception scores (M = 45.67, SD = 5.11) than
rural teachers (M = 42.00, SD = 3.70), indicating more positive initial attitudes among urban teachers toward
teaching practices. The small standard error values (SE = 1.474 and 1.309) suggest reliable and consistent mean
estimates.
Table 4: school location response after intervention
Perception after
intervention
School location
Number
Mean
Standard
Deviation
Standard
Error
Urban
12
74.17
4.783
1.381
Rural
8
68.75
2.55
0.901
After the intervention, urban teachers scored higher (M = 74.17, SD = 4.783) than rural teachers (M = 68.75, SD
= 2.55). The small standard errors (SE = 1.381 and 0.901) indicate precise and consistent mean estimates across
both groups.
Table 5: types of school response before intervention
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Perception before
intervention
Types of school
Number
Mean
Standard
Deviation
Standard
Error
Public
14
43.36
4.483
1.198
Private
6
46.17
5.529
2.257
Before the intervention, private-school teachers recorded a slightly higher perception mean score (M = 46.17,
SD = 5.53) than public-school teachers (M = 43.36, SD = 4.48). The standard error values (SE = 1.198 for public
and 2.257 for private) indicate reasonably precise estimates, with public-school teachers showing more
consistent responses. Overall, private-school teachers exhibited slightly more positive perceptions of teaching
practices before the training intervention.
Table 6: types of school response after intervention
Perception after
intervention
Types of school
Number
Mean
Standard
Deviation
Standard Error
Public
14
70.21
3.683
0.984
Private
6
76.17
4.75
1.939
After the intervention, teachers’ perceptions improved markedly, with private-school teachers scoring higher (M
= 76.17, SD = 4.75) than public-school teachers (M = 70.21, SD = 3.68). The low SE values indicate reliable
estimates, reflecting positive effects of the training intervention across both school types.
Table 7: gender response before intervention
Perception before
intervention
Gender
Number
Mean
Standard
Deviation
Standard
Error
Male
17
44.29
4.753
1.153
Female
3
43.67
6.506
3.756
Before the intervention, male teachers had a slightly higher perception score (M = 44.29, SD = 4.75) than female
teachers (M = 43.67, SD = 6.51). The larger SE for females (3.756) indicates less precise estimates compared to
males (1.153).
Table 8: gender response after intervention
Perception after
intervention
Gender
Number
Mean
Standard
Deviation
Standard
Error
Male
17
71.88
4.595
1.114
Female
3
72.67
7.024
4.055
After the intervention, female teachers scored slightly higher (M = 72.67, SD = 7.02) than male teachers (M =
71.88, SD = 4.60). The smaller SE for males (1.114) indicates more precise mean estimates than for females
4.055.
Table 9: qualification response before intervention
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Perception before
intervention
Qualification
Number
Mean
Standard
Deviation
Standard
Error
Certificate
15
43
4.071
1.051
BA/BSc
5
47.8
5.675
2.538
Before the intervention, BA/BSc teachers demonstrated relatively higher perception levels (M = 47.8, SD = 5.68)
than those with certificates (M = 43.0, SD = 4.07). The lower SE for certificate holders (1.051) reflects greater
uniformity and reliability in their responses.
Table 10: qualification response after intervention
Perception after
intervention
Qualification
Number
Mean
Standard
Deviation
Standard
Error
Certificate
15
70.73
4.284
1.106
BA/BSc
5
75.8
4.604
2.059
After the intervention, teachers with BA/BSc qualifications scored higher (M = 75.8, SD = 4.60) than certificate
holders (M = 70.73, SD = 4.28). The smaller SE for certificate holders (1.106) indicates more consistent and
reliable mean estimates as compared to BA/BSc 2.059.
Table 11: teachers’ status response before intervention
Perception before
intervention
Teachers' status
Number
Mean
Standard
Deviation
Standard
Error
Permanent
13
45
4.69
1.301
Part-time
7
42.71
5.155
1.948
This table indicates that before the intervention, permanent teachers scored higher (M = 45.0, SD = 4.69) than
part-time teachers (M = 42.71, SD = 5.16). The smaller SE for permanent teachers (1.301) shows more precise
and consistent mean estimates.
Table 12: teachers’ status response after intervention
Perception after
intervention
Teachers' status
Number
Mean
Standard Deviation
Standard Error
Permanent
13
72
3.916
1.086
Part-time
7
72
6.506
2.459
This table reveals that following the intervention, both permanent and part-time teachers recorded the same
perception mean (M = 72). Nonetheless, the lower SE for permanent teachers (1.086) reflects greater precision
and consistency in their responses compared to part-time teachers (SE = 2.459).
Table 13: training status response before intervention
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Perception before
intervention
Training status
Number
Mean
Standard
Deviation
Standard
Error
Trained teacher
5
47.8
5.675
2.538
Untrained teacher
15
43
4.071
1.051
This table shows that before the intervention, trained teachers had higher perception scores (M = 47.8, SD =
5.68) than untrained teachers (M = 43.0, SD = 4.07). The smaller SE for untrained teachers (1.051) indicates
more consistent and reliable mean estimates.
Table 14: training status response after intervention
Perception after
intervention
Training status
N
Mean
SD
SE
Trained teacher
5
75.8
4.604
2.059
Untrained teacher
15
70.73
4.284
1.106
This table illustrates that following the intervention, trained teachers achieved higher perception scores (M =
75.8, SD = 4.60) compared to untrained teachers (M = 70.73, SD = 4.28). The lower SE for untrained teachers
(1.106) reflects more stable and dependable mean estimates.
Generally, teachers’ perceptions improved remarkably after the training intervention. While early perceptions
were moderate with slight group variations, post-intervention results showed higher and more consistent scores
across all categories. This implies that the training program effectively enhanced teachers’ attitudes and
understanding of sound pedagogical practices.
Table 15, presents unskilled teachers’ performance before and after the training intervention in English and
Mathematics. It compares pre-test and post-test mean scores to demonstrate individual improvement and key
classroom observations. The results show a clear shift from teacher-centered to learner-centered approaches,
with the overall mean score improving from 44.2 to 72, representing a 27.8% increase in teaching competence.
Table 15: Unskilled teachers’ individual perceptions Before and After training
Location
Subject
Number
of
Teachers
Mean
Score
(Pre-
test)
Mean
Score
(Post-test)
Improvement %
Key Observations
Urban
English
1
45
74
29
Teachers applied group
work, learner discussion,
and contextual examples
effectively.
Urban
Math
1
42
70
28
Improved use of visual aids
and real-life problem-
solving activities.
Urban
English
1
50
80
30
Teachers shifted from rote
methods to storytelling and
question-based lessons.
Urban
Math
1
39
68
29
Limited materials, but
teachers improvised with
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local examples and peer
learning.
Urban
English
1
40
74
34
Objective was clearly set
and students were able to
participates actively
Urban
Math
1
46
78
32
Teacher summarizes the key
points on the chalkboard
Urban
English
1
52
81
29
The lesson was more
participatory
Urban
Math
1
47
75
28
Teaching aids was used
during the lesson
Urban
English
1
50
76
26
Homework was given to
learners after the lesson
Urban
Math
1
54
77
23
Students were given
opportunity to solve
question on the blackboard
Urban
English
1
39
65
26
Teacher started the lesson by
revising previous lesson
Urban
Math
1
44
72
28
Students took greater role
during the lesson and
teacher was a facilitator
Rural
English
1
40
70
30
Students were attentive,
asking questions during the
lesson
Rural
Math
1
37
66
29
Teacher asked 9 formative
assessment question for
lesson observed
Rural
English
1
42
70
28
Teacher facilitated students’
discussion as students were
making presentation of their
group work
Rural
Math
1
46
71
25
Lesson objectives were
clearly stated in advance
Rural
English
1
41
68
27
Teacher started the lesson by
revising previous lesson and
checking a few students
exercise books
Rural
Math
1
45
70
25
Teachers used local
available teaching resources
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and asked 6 formative
assessment questions
Rural
English
1
47
71
24
Objectives of the lesson
were outlined on the
blackboard
Rural
Math
1
38
64
26
Students were arranged in
groups to discuss the lesson
concepts and teachers
provided extra explanation
Overall
20
44.2
72
27.8
Positive shift toward
learner-centered and
participatory teaching
practices.
The data in Table 15, present the pre-test and post-test mean scores of 20 untrained teachers (12 from urban
schools and 8 from rural schools) who participated in the teacher training program. The scores were collected
from both English and Mathematics lessons. The results highlight the degree of improvement in pedagogical
competence and classroom practices after the intervention.
A. Urban Teachers’ Performance and Perceptions
Out of the 20 teachers, 12 were from urban secondary schools. Their pre-test means scores ranged between 39
and 54, with an average of 45.8, while their post-test means scores ranged between 65 and 81, averaging 74.5.
This represents an average improvement of approximately 28.7%.
Key Findings and Observations
Most urban teachers showed increased ability to apply learner-centered methods, including group work, pair
discussions, and question-based lessons during the implementation of the intervention for both Mathematics and
English.
Teachers demonstrated better use of visual aids, storytelling, and real-life examples to promote understanding
of the subject content in the classroom practices.
Lesson objectives were clearly stated, and students were more active and engaged during lessons.
Teachers’ confidence improved, reflected in their ability to facilitate lessons rather than dominate them.
Despite resource limitations, teachers improvised effectively, showing creativity in using locally available
materials.
Interpretation
The data indicate that the training intervention had a strong impact on improving lesson planning, classroom
delivery, and assessment strategies among urban teachers. Their higher improvement rate suggests that access to
better facilities, peer collaboration, and exposure to diverse teaching environments supported their adoption of
learner-centered approaches.
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B. Rural Teachers’ Performance and Perceptions
The remaining 8 teachers were from rural secondary schools. Their pre-test means scores ranged between 37
and 47, with an average of 42.6, while their post-test scores ranged from 64 to 71, averaging 69.2. This shows
an average improvement of 26.6%.
Key Findings and Observations
Rural teachers demonstrated clear progress in lesson organization and the use of formative assessment strategies.
Lessons became more interactive, with students participating through group discussions and presentations.
Teachers showed improved ability to set and communicate lesson objectives clearly.
There were increased use of local resources and a focus on practical examples relevant to students’ experiences.
Some challenges persisted, including limited instructional materials and overcrowded classrooms, which slightly
constrained performance gains.
Interpretation
The training intervention produced meaningful pedagogical improvement among rural teachers, despite
environmental constraints. The shift from teacher-centered to learner-centered practices indicates that even in
resource-limited settings, targeted professional development can significantly enhance teaching effectiveness.
Across all 20 participants, the overall pre-test mean score was 44.2, increasing to a post-test mean score of 72,
indicating an average improvement of 27.8%. Both urban and rural teachers displayed a positive shift toward
participatory and student-focused teaching practices.
Conclusion
The data clearly illustrate that a structured and continuous teacher development intervention can effectively
transform untrained teachers’ classroom practices. The overall improvement highlights the potential of localized,
context-specific training programs in addressing teacher quality gaps within fragile education systems such as
that of South Sudan.
Table 16, summarizes the overall performance of untrained teachers before and after the training program in
English and Mathematics across urban and rural areas. It highlights the mean score improvements and key
observations, showing an overall increase from 43.8 to 71.5, reflecting a 27.6% improvement and a clear shift
toward learner-centered teaching practices.
Table 16: Summary of Untrained Teachers Perceptions Before and After the Training Program
Location
Subject
Number
of
Teachers
Mean Score
(Pre-test)
Mean Score
(Post-test)
Improvement
%
Key Observations
Urban
English
6
46
75
29
Teachers applied group work, learner
discussion, and contextual examples
effectively.
Urban
Math
6
45.333
73.333
28
Improved use of visual aids and real-life
problem-solving activities.
Rural
English
4
42.5
69.75
27.25
Teachers shifted from rote methods to
storytelling and question-based lessons.
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Rural
Math
4
41.5
67.75
26.25
Limited materials, but teachers
improvised with local examples and peer
learning.
Overall
43.833
71.458
27.625
Positive shift toward learner-centered and
participatory teaching practices.
Interpretation of Comparative Results
The comparative data reveal that urban teachers achieved slightly higher improvement (28.5%) than rural
teachers (26.8%). This difference can be attributed to better access to teaching resources, classroom facilities,
and peer collaboration in urban settings. Nonetheless, both groups demonstrated substantial gains in pedagogical
knowledge and classroom practice. Rural teachers showed strong adaptability and creativity, effectively using
local materials and encouraging student engagement despite infrastructural challenges. The overall improvement
(27.6%) confirms that the training intervention positively transformed teaching practices, promoting a shift from
teacher-centered to learner-centered methodologies across both contexts.
Figure 1 compares teachers’ lesson planning competence before and after the training intervention. It highlights
improvements in key pedagogical areas such as defining lesson objectives, using teaching aids, promoting
learner participation, classroom management, and applying assessment and feedback.
Figure 1: Comparison of Teachers’ Lesson Plan Competence (Pre- and Post Intervention)
Interpretation and analysis
The results show a significant improvement in teachers’ lesson planning skills, with the overall competence
rising from 34% before to 70% after the intervention—an overall gain of 36%. The highest improvements
occurred in use of teaching aids (40%) and learner participation (40%), indicating that teachers increasingly
adopted interactive and resource-based teaching methods. Classroom management (35%) and assessment and
feedback (35%) also improved, showing enhanced ability to organize learning activities and evaluate student
progress effectively. Additionally, gains in stating clear lesson objectives (30%) also improved notably, reflecting
better understanding of the topics. Overall, the data confirm that the training greatly strengthened teachers’ ability
to plan and implement learner-centered lessons.
Qualitative data presentation
40
25
30
40
35
70
65
70
75
70
30
40 40
35 35
LESSON OBJECTIVES
CLEARLY DEFINED
USE OF TEACHING AIDS LEARNER
PARTICIPATION
CLASSROOM
MANAGEMENT
ASSESSMENT AND
FEEDBACK
Percentages
Pre-Intervention % Post-Intervention % Cahnge
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Table 17, presents six key themes that emerged from teachers’ reflections after the training intervention. These
themes highlight changes in teaching practices, lesson preparation, classroom interaction, assessment methods,
and teachers’ professional confidence. The reflections show a clear shift toward learner-centered approaches and
improved instructional competence among untrained teachers.
Table 17: Six Emerging Themes from Teachers’ Reflections After the Training Intervention
Theme
Description
Illustrative Quotes from Teachers
Shift toward learner-
centered pedagogy
Teachers reported adopting
participatory and discussion-
based teaching methods
rather than relying on rote
teaching
Teacher E2, “Before the training, I used to explain
everything myself, but now I allow students to share
ideas and discuss before giving feedback to them”.
Improved lesson
planning and
organization
Teachers became more
systematic in preparing
lesson objectives, orderly
content, and using teaching
aids effectively
Teacher M1, “Now I start each lesson with clear
objectives and ensure that every activity links to the
topic and learning outcomes”
Use of local and
contextualized
teaching resources
Teachers learned to
improvise and use locally
available materials,
especially in rural settings
with limited resources
Teacher M5, “Even when we lack charts or printed
materials, I use sticks and drawings on the
chalkboard to make learning practical.”
Enhanced classroom
interaction and
learners’
participation
Teachers observed increased
learner engagement,
questions, and collaboration
during lessons
Teacher E7, “Learners now participate more
actively; they even volunteer to present group work
and ask questions without fear.”
Strengthened
assessment and
feedback practices
Teachers developed new
approaches to monitor
learning process through
formative assessments
Teacher M10, “I have started using short oral
questions and written exercises at the end of each
lesson to check students understanding.”
Professional
confidence and
motivation
The training helped untrained
teachers feel more capable
and motivated to improve
their teaching
Teacher E5, “I used to feel unsure about my teaching
methods, but after this training, I am more confident
and prouder of my lesson presentation and
organization.”
Characteristics of beginner or unskilled teachers in South Sudan compared with developed countries
Beginner or unskilled teachers in South Sudan exhibit characteristics shaped by a unique combination of limited
professional preparation, post-conflict realities, and systemic constraints. Unlike beginner teachers in developed
countries—who typically enter the profession with formal teacher-training degrees, supervised practicum
experience, structured induction, and established mentoring systems—many South Sudanese beginner teachers
enter classrooms with only secondary education, short-term “crash programs,” or minimal pedagogical training.
Their instructional practices are often traditional, teacher-centered, and reliant on rote methods due to inadequate
preparation in content pedagogy for literacy and numeracy.
Additionally, these unskilled teachers work in environments characterized by large class sizes, scarcity of
teaching materials, irregular salaries, and weak administrative support, all of which limit their opportunity to
grow professionally. While novice teachers in developed countries may struggle with workload, classroom
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management, or adapting to school culture, they generally benefit from stable school systems, structured
professional development pathways, and collegial networks that support reflective practice. In contrast, South
Sudanese beginner teachers often lack sustained mentorship, clear professional standards, and opportunities for
ongoing pedagogical development. This results in lower instructional confidence, limited use of learner-centered
methodologies, and inconsistent planning and assessment practices—factors that heavily impact general
pedagogical outcomes.
Thus, the primary distinction lies not merely in skill level but in systemic readiness: developed countries prepare
novice teachers through comprehensive pre-service education and institutional support, while in South Sudan,
structural instability and shortages of trained personnel compel teachers into classrooms before they have
acquired foundational pedagogical competencies.
DISCUSSION
This study examined the impact of a teacher training program intervention on untrained teachers’ pedagogical
knowledge and classroom practices in South Sudan. The findings discovered substantial improvements in
teachers’ perceptions, lesson planning competence, and instructional delivery after the intervention,
demonstrating the effectiveness of the program in transforming teaching practices in the education sector
particularly secondary schools which are the focused of this study.
The results notably across all variables—school location, school type, gender, qualification, and employment
status—showed outstanding improvement in teachers’ perceptions following the intervention. Prior to training,
teachers displayed moderate perceptions toward teaching, reflecting limited exposure to modern pedagogical
methods. After the intervention, mean perception scores increased considerably, displaying enhanced
understanding of learner-centered pedagogy, utilization of teaching aids, and use of formative assessment
strategies. Urban teachers recorded fairly higher scores than rural teachers both before and after the training,
feasibly due to better access to instructional resources and collaboration opportunities. However, rural teachers
also demonstrated significant post-intervention gains, confirming that a well-designed, context-based
professional development program can improve teaching across diverse environments. These findings are
consistent with Gordon’s (1991) conclusion that targeted training enhances novice teachers’ confidence and
competence regardless of setting. Similarly, Darling-Hammond (2017) emphasized that localized, practice-
oriented professional development fosters sustainable pedagogical growth. The findings also indicate teachers
in private schools scored marginally higher than those in public schools, which could be attributed to smaller
class sizes and more flexible institutional management. Nonetheless, all groups displayed significant
improvement, confirming the inclusiveness and effectiveness of the intervention.
Similarly, the influence of teachers’ qualification and employment status were taken as important factors in
measuring the perception of teachers. Teachers holding bachelor’s degrees (BA/BSc) consistently performed
better than those with only certificates, both before and after the training. However, the remarkable post-
intervention improvement among certificate holders demonstrates that the program effectively met the needs of
teachers with varied educational backgrounds. The training’s participatory design—emphasizing peer learning,
practical demonstrations, and reflection—enabled all participants to acquire essential pedagogical competencies
(Desimone & Garet, 2015). Though permanent teachers initially scored higher than part-time teachers, post-
intervention results revealed equal mean scores (M = 72), indicating that both groups benefited equally. This
finding reflects the program’s success in bridging competence gaps among teachers with differing employment
statuses. The result aligns with the Organization for Economic Co-operation and Development (OECD, 2020),
which reported that continuous professional development enhances instructional quality and teacher self-efficacy
across employment categories.
The findings from the study further show transformation in teaching practices and lesson delivery from both the
two subjects. Comparison of pre- and post-test results in English and Mathematics revealed substantial
improvement in teachers’ performance. The overall mean increased from 44.2 to 72, representing a 27.8% gain
in teaching competence. Urban teachers improved by 28.7%, while rural teachers recorded a 26.6% increase.
These results indicate stronger lesson delivery, clearer learning objectives, and improved classroom
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management. Teachers shifted from traditional, teacher-centered instruction to participatory learning that
encouraged student interaction, group discussions, and application of real-life examples. These outcomes support
Guskey’s (2002) argument that professional development positively influences teachers’ beliefs and classroom
practices when it integrates hands-on engagement and reflective activities. The considerable progress among
rural teachers despite resource constraints underscores the adaptability and relevance of the training model in
low-resource contexts (O’Sullivan, 2006).
Another key area which this study measured was teachers’ lesson planning competence which rose from an
overall average of 34% before the training to 70% after, marking a 36% increase. The largest gains occurred in
the use of teaching aids (40%) and learner participation (40%), followed by classroom management and
assessment (35% each). These findings demonstrate enhanced ability to plan coherent lessons, incorporate visual
and local materials, and conduct ongoing assessments. Teachers also became more adept at formulating clear
learning objectives, indicating improved instructional organization. Such gains align with Joyce and Showers’
(2002) assertion that practical, feedback-driven training strengthens teachers’ capacity to translate theory into
effective classroom strategies.
More importantly the findings of the qualitative insights on pedagogical changes on the thematic variables
indicate tremendous improvement across the two subjects towards learner-centered methods. Qualitative
reflections corroborated the quantitative findings, revealing six central themes: a shift toward learner-centered
pedagogy, better lesson organization, increased use of local resources, greater student participation, enhanced
assessment practices, and improved professional confidence. Teachers reported being more systematic,
confident, and motivated after the intervention. They incorporated group discussions, storytelling, and local
examples to make lessons more engaging and relatable. These qualitative insights confirm that the intervention
not only enhanced technical teaching skills but also shaped teachers’ professional identity and intrinsic
motivation. This dual transformation—cognitive and attitudinal—supports the argument by Avalos (2011) that
effective professional development fosters deep reflection, collaboration, and commitment to continuous
learning. In fragile education systems like South Sudan’s, such holistic transformation is essential for building a
sustainable teaching force.
CONCLUSION
This study examined the challenges faced by beginner or unskilled teachers in South Sudan and evaluated the
impact of a learner-centered training intervention on their professional growth. The findings show that most
teachers enter the classroom with limited pedagogical skills, weak classroom management, and little
administrative or collegial support—challenges consistent with global literature but intensified by South Sudan’s
post-conflict conditions and resource constraints. Despite these limitations, the intervention produced
meaningful improvements. Teachers demonstrated increased confidence, clearer lesson planning, better use of
participatory strategies, and stronger classroom management. These shifts illustrate the value of holistic
professional development that nurtures both pedagogical competence and teachers’ sense of identity and
responsibility. Principally, the study concludes that targeted and context-responsive professional development
can significantly enhance teaching quality not only in literacy and numeracy but in entire subjects. Strengthening
teacher preparation, providing continuous support, and improving school conditions remain critical for
improving learning outcomes across South Sudan.
ACKNOWLEDGEMENT
My sincere gratitude goes to Dr. Kuwabara Toshinori, Professor at the Graduate School of Education, Okayama
University, Japan, for his dedicated guidance, insightful feedback, and unwavering support throughout the course
of this study. His expertise and encouragement were instrumental in shaping the direction and quality of this
research, and I am deeply grateful for the time and commitment he invested in my academic progress.
Ethical Approval: The research was carried out through the auspices of the South Sudanese government
Consent to Participate: Not applicable
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Conflict of Interest: No conflict of interest
Data Availability: The data presented here are all from the author primary sources.
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