Year-wise analysis of school responsiveness of school teachers towards NISHTHA 2.0 online in-service teacher education program

Abstract

The present study aims to assess the responsiveness of school teachers to the 13-course module of the NISHTHA 2.0 online in-service teacher education program. This research employs a descriptive survey method. The study involved teachers from the Muzaffarpur district in Bihar, India, who participated from 2021 to 2024. Eight blocks (four from the eastern subdivision and four from the western) were randomly selected from a total of sixteen using the lottery method, and teachers from these blocks were chosen through cluster sampling. Data collection tools included a self-made inventory and semi-structured interviews. Percentage analysis and the t-test were used as primary statistical tools for analyzing quantitative data, while qualitative data from interviews were analyzed using thematic analysis. Notable differences were observed in enrollment and completion rates among the 13 courses in the NISHTHA 2.0 program, with overall participation declining over time. Each course recorded some level of responsiveness from school teachers, indicating that all modules engaged at least a portion of the target population, despite variations across years, blocks, and subjects. No course exceeded 50% enrollment in any year, suggesting staggered teacher participation over multiple years. This study contributes to the global understanding of professional development by offering valuable insights into the design and implementation of large-scale online in-service programs.