Impact of In-Service Training on the Development of Teaching Skills among Elementary Teachers

The present study aimed to investigate the effect of in-service training on the development of teaching skills among elementary teachers in two distinct geographical regions: District 5 of Tehran and Ardabil Province. The research method was descriptive-correlational, and the statistical population included all elementary teachers in District 5 of Tehran and Ardabil Province during the 2025-2026 academic year. The sample size was estimated at 384 individuals using Cochran's formula and selected through proportionate stratified random sampling. The data collection instrument was a researcher-made teaching skills questionnaire derived from the Technological Pedagogical Content Knowledge (TPACK) model, whose validity was confirmed by experts and whose reliability was calculated using Cronbach's alpha coefficient (α = 0.91). Data were analyzed using descriptive statistics (mean, standard deviation, frequency) and inferential statistics (multiple regression). Descriptive findings indicated that the mean teaching skills of teachers in both regions were at a moderate to high level. The results of multiple regression analysis demonstrated that in-service training significantly predicted teaching skills, explaining 42% of the variance in teaching skills in District 5 of Tehran and 38% in Ardabil Province. Furthermore, the components of classroom management, instructional design, and educational technology application were most influenced by in-service training. The overall conclusion suggests that in-service training, with coherent planning and practical content, can effectively enhance the teaching skills of elementary teachers.