सार

The present paper explains about ‘why’ and ‘how’ of assessing training needs of teachers for finalising the structure of professional development programmes with the help of empirical data. A Need Assessment Questionnaire (NAQ) has been administered to a sample of primary school teachers to collect information regarding the requirements of in-service training in the area of teaching primary mathematics. The analysis of the data shows that teachers require more orientations on student-centred, activity-based learning methods which are appropriate to the primary school level.