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Synopsis Teachers have been acknowledged as an important force in the society because they are a major source of transmission of knowledge and culture from one generation to the next. The present study attempts to the study the impact of different governmental and non-governmental interventions in the professional development primary school teachers. This book is an attempt to find out the facilitating conditions under which a particular strategy worked. The aim has been to find out the different strategies adopted by governmental and non-governmental setups for teacher development in various geographical settings and for special focus groups.  The book did not evaluate teacher development programmers purse nor did it attempt a comparison of various efforts being carried out in the field of teacher development.