Authors : Dr. Sarath Perera

Volume/Issue : Volume 10 - 2025, Issue 3 - March

Google Scholar : https://tinyurl.com/erm946sn

Scribd : https://tinyurl.com/mw97c8da

DOI : https://doi.org/10.38124/ijisrt/25mar475

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Abstract : This study investigates the factors contributing to dropout rates in teacher development programs at a private teacher training academy in Sri Lanka. With a focus on the last five years, the research highlights language competency, economic challenges, mode of study, and personal commitments as significant barriers. The study employs a mixed- methods approach, including questionnaires, interviews, and focus group discussions, to gather comprehensive data from 150 participants. The findings emphasize the need for tailored strategies, such as language preparatory courses, financial assistance, hybrid learning models, and individualized academic support, to enhance program retention. These recommendations aim to improve the overall effectiveness of teacher development programs, ultimately contributing to the broader goal of advancing educational quality in Sri Lanka.

Keywords : Teacher Development, Dropout Rates, Language Competency, Economic Challenges, Hybrid Learning, Sri Lanka.

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