Abstract
Early Childhood Education (ECE) is an emerging field worldwide. This study was aimed to evaluate the effectiveness of in-service Early Childhood Education (ECE) teachers’ training programs for public schools of Punjab organized by Quaid-e-Azam Academy for Educational Development (QAED), School Education Department, Government of Punjab. The theoretical framework was based on Kirkpatrick’s (2006) four-level evaluation model: reaction, learning, behaviour and results. The quantitative approach was applied through the application of a random sampling technique. The adapted questionnaire was used to collect data from ECE trained teachers (n=100) by QAED from Lahore. Quantitative data were analyzed through descriptive and inferential data analysis techniques. The reliability ( =.877) of the instrument was found satisfactory. The results revealed a substantial and significant positive correlation among all the four levels of the Kirkpatrick model. Motivation to transfer training and social support was also found significant and positively correlated with four levels of the Kirkpatrick model. The training outcomes depend on the second level and third level of the Kilpatrick’s model for the evaluation of training program along with motivation to transfer training and colleague support. Future studies can be conducted to find out the moderating factors for ECE teacher’s training effectiveness.