Assessing the Impact of a Comprehensive Capacity Building Program on Educational Leadership and Teaching Performance in Public and Private Sectors

Abstract

The study delves into the efficacy of the Comprehensive Capacity Building Program (CCP) on the performance of principals and teachers across public and private educational sectors. Its core objectives entail scrutinizing CCP's impact on principals' performance vis-a-vis program objectives, evaluating the effectiveness of teacher development initiatives under CCP, comparing trained teachers' performance with their untrained counterparts, and proposing strategies for bolstering CCP's implementation. The findings reveal significant strides in principals' leadership, communication, management, and coaching skills post-CCP training. Moreover, the program has dispelled misconceptions surrounding diverse civilizations and fostered robust stakeholder connections. Noteworthy enhancements in information technology-related competencies have also been observed among participants. Regarding teachers, CCP has been instrumental in enhancing their teaching skills, with trained educators demonstrating superior proficiency compared to untrained peers. Notably, discernible disparities in classroom management aptitude were observed between trained and untrained teachers through comparative analyses. These findings underscore the pivotal role of ongoing professional development initiatives, such as CCP, in fortifying educational outcomes. Additionally, they highlight the imperative of continual improvement in program implementation to optimize its impact. In essence, the study underscores CCP's positive influence on both principals and teachers, emphasizing the transformative potential of sustained professional development endeavors in the educational sphere. Furthermore, it sheds light on avenues for refining CCP's implementation framework to maximize its efficacy and ensure enduring benefits for educational stakeholders.