EXPLORING THE ROLE OF CAPACITY-BUILDING INTERVENTIONS ON EFFECTIVE IMPLEMENTATION OF TEACHING AT THE RIGHT LEVEL (TARL) IN PRIMARY SCHOOLS OF DISTRICT DERA ISMAIL KHAN, KHYBER PAKHTUNKHWA

 This study explores the perceptions and training needs of primary school teachers in Dera Ismail Khan regarding the implementation of the Teaching at the Right Level (TaRL) approach. Guided by an interpretivist paradigm and employing a qualitative exploratory design, semi-structured interviews were conducted with teachers and headteachers involved in TaRL programs. Thematic analysis, based on Braun and Clarke’s (2006) framework, revealed two major themes: initial unfamiliarity with the TaRL methodology and the demand for contextualized, practical training. Participants shared that they lacked foundational knowledge about TaRL, often misunderstanding it as a remedial strategy rather than a learner-centered approach. Many teachers struggled to shift from traditional grade-level teaching due to limited exposure and inadequate professional preparation. Moreover, teachers emphasized the need for slow-paced, hands-on training tailored to local classroom realities, along with language-sensitive materials and ongoing support through refresher courses and peer collaboration. These findings underscore the critical importance of localized, sustained capacity-building efforts to ensure the effective implementation of TaRL in under-resourced educational settings. The stud recommended that that there is a dire need of professional training program about TaRL approach to implement effectively at classroom practices.