THE PRIORITY NEEDS IN DEVELOPING FACILITATING SKILLS OF TEACHERS IN YAMEE-UL-EKWAN SCHOOL

Abstract

       In the 21st century, where student-centered learning and technology play a significant role in education, facilitating skills have become crucial for teachers. With the increasing accessibility of information, learners can now explore and acquire knowledge independently at any time. As a result, teachers are required to shift their roles from traditional instructors to facilitators of learning in an ever-expanding world of knowledge. This qualitative research aimed to examine the problems and priority needs in developing facilitating skills of teachers in Yamee-ul-ekwan school. The sample group consisted of one school principal and 17 teachers, selected through purposive sampling. The research instrument was a semi-structured interview, with data collected through in-depth interviews and analyzed using content analysis, frequency, and percentage.
The research findings were as follows:
1. The problems in developing facilitating skills among teachers were categorized into four areas: (1) reduced student attention span, (2) decreased learning ability, (3) students' readiness to learn, and (4) teachers' and school's readiness to manage learning.
2. The most needed facilitating skills were: (1) communication, (2) collaboration, and (3) creativity. followed by planning and learner-centered learning. The least mentioned skill was observation.