Impact of teachers’ professional development on school improvement—an analysis at Bangladesh standpoint (original) (raw)
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रुपान्तरण, 2022
Quality education has been one of the important concerns among the stakeholders in the field of education. Teacher professional development (TPD) is considered as one of the essential components for improving and reforming quality of education in the recent years. This article attempts at describing the existing TPD status of the secondary level schools in Nepal, and exploring the opportunities and challenges of TPD programme for the teachers in those schools. In the study, the Headmaster, and secondary level senior teachers were the informants; and an observation check list, and an interview questionnaire were used as the research tools to collect the information. The data were analyzed both descriptively and thematically. The study found that the secondary schools were quite poor regarding their performance of TPD activities. Some of the major advantages of the TPD programme to the teachers were that they got opportunities to take part in training and workshops; and to be involved in discussion and collaboration among the teachers. On the other hand, difficulties in the implementation of their knowledge and skills into the classroom, and lack of financial support for TPD activities were some of the major challenges of TPD process.
Teacher professional development: Current practices in a secondary school in Brunei Darussalam
This research paper presents the current practices of teacher professional development, perceived as beneficial by teachers themselves, in a private secondary school in Brunei Darussalam. This is part of the findings of a larger qualitative study on teacher empowerment, using ethnographic methods for data collection, i.e.participant observation, interviews and document analysis. The fieldwork was carried out over a period of six months in 2013. An analysis of the field data revealed multiple pathways of teacher professional development existing in the school. The results indicate that school leaders, the teacher community in the school, students,and the teachers themselves were the agents in a school that facilitated teacher empowerment. Besides contributing to the knowledge base on teacher professional development, the results of this study provide directions for educational policy makers in their efforts to enhance professional development in secondary schools of similar characteristics. For school leaders and the teacher community,these findings offer guidelines for maximizing the opportunities for these professional development practices, by strengthening collegiality and by using the existing structures optimally for the benefit of all concerned.
The present paper is an attempt to explore professional development practices for teachers in secondary schools of Pakistan. Research has attempted to discover the better ways for professional development of teachers in secondary schools in addition to many other factors like continue training, in service education, workshops etc. counseling and incentives are also very important factors to discuss here because in Pakistan teachers face many problems while getting professional development so counseling, incentives are necessary for continuous professional development of teachers. Otherwise many lose heart due to a lot of problems faced by them during professional development trainings. The purpose of the study is to explore the term professional development, to make teachers able to manage the class more efficiently and also increase the level of learning throughout their career and also find the hindrances in professional development programs of teachers in secondary schools of Pakistan and to provide the better solution to overcome the hurdles by providing different training programs batter than that provided in the past. So for these purpose schools of Pakistan we took a sample for the collection of relevant data. Our study is also helpful to explore how we can make the professional development programs more effective and professional development is helpful for teachers and what are their purpose to design these programs moreover explore the challenges they are facing recently and what issues arises related to it and how could we minimize these. Researchers have applied qualitative technique in order to collect and interpret data. Semi structured interview were conducted from ten teachers of public and private schools. Moreover hundred questionnaires are also filled up from both of the schools, in which we use the liker scale. This study also explores practical implications and what adoptions can be utilized in order to improve the professional development program of public and private school teachers in Punjab. From research it has concluded that professional development programs are not so effective because programs are characterized with inflexible curriculum which ignored teacher's needs. In other sense there is no connection between their professional development and every day class room needs. Secondly due to the time constraints mostly teachers are not interested in these programs, they just take in to get certificates. Thirdly teachers have no input while planned training topics there is lack of teacher's involvement in planning and training process. At the end there is no proper plan for follow up and transferred activities to class room practices. Professional development of teachers must be planned, funded and supported. Teachers must be encouraged to participate in training programs. There should be proper co-ordination in professional development programs, so that logical sequence of experience should be followed.
School improvement: a case from Bangladesh
2006
Teachers' professional development plays an important role in school improvement. Teachers equipped with sound subject knowledge, better pedagogical skills and with necessary pedagogical content knowledge can effectively facilitate children to learn by creating meaningful learning opportunities for them. According to Barth in Law and Glover (2000), 'Probably nothing in a school has more impact on students in terms of skills, development, self confidence, or classroom behavior than the personal and professional growth of their teachers' (p. 238). There are various ways to facilitate teachers to grow professionally and in-service teacher education is one of the effective ways to do so. This study describes an in-service teacher education programme undertaken by the Aga Khan Education Service, Bangladesh (AKES, B) mainly for the teachers of Aga Khan School, Dhaka (AKS, D) in collaboration with the Institute for Educational Development at the Aga Khan University (AKU-IED), Pakistan. The background of the programme and the model used for teacher education, and strengths, challenges and issues related to the model are also discussed.
Springer, 2020
The chapter reviews the current status of teacher development, with a specific focus on continuous professional development (CPD), in three South Asia countries: Bangladesh, India, and Pakistan. The view taken is that CPD is a process of supporting teachers and their development, and is inclusive of the range of approaches, modalities, and institutional arrangements operating in the region. The school structure of the three countries is presented first as CPD has largely evolved historically from inspection and around a deficit model of the teacher. The structure is based on administrative units of schooling and responsive to its demographic changes. The next section reviews the evolution of CPD, and it is argued that this is intimately linked to the political economic history of mass education, and specifically to the emergence of international aid driven activities from the 1990s onwards. The extensive presence of nongovernment agencies is noted. The third section discusses the dominant forms of CPD: the cascade model of training and teacher resource centers. The chapter concludes with reflections on the challenges of funding, quality, working at scale, absence of coherent policy, and emerging trends in usage of ICT.
Teachers’ professional development in school: A review study
Cogent Education
This review study includes 43 articles from 2016 and 2017 focusing on teachers' professional development, as guided by the following twofold research question: "What characterizes teachers' professional development in school, and how does this development influence school improvement?" The review indicates that teachers' learning processes need to be developed if they are to lead to school improvement. It is not enough for researchers simply to study learning processes in schools; they must also conduct formative intervention studies. Ultimately, while conducting research on these processes, researchers should provoke and sustain an expansive transformation process led by and owned by practitioners-leaders and teachers in the whole school. Findings suggest that more research is needed to show how outside resource persons, such as researchers, can contribute to school development in collaboration with teachers and school leaders at work.
Zenodo (CERN European Organization for Nuclear Research), 2022
This study entitled Some Opportunities and Challenges of Teacher Professional Development Programme: A Case of the Secondary Schools in Menchyayem Rural Municipality, was a wonderful experience for me of carrying out a research work in one of the more relevant issues of present day world. The main objective of this research was to study the existing TPD (teacher professional development) status of the secondary schools, and to explore the opportunities and challenges appeared in the TPD program implemented in the secondary school education in Nepal. This study was guided by constructivist research paradigm that characterizes subjectivity and multiple realities. It adopted qualitative approach of research to study the social phenomena, "The opportunities and challenges of teacher professional development programme". The Headmaster from all the secondary schools of Menchyayem Rural Municipality were the informants to help fill in the observational check list, one of the research tools used in the study. Likewise the secondary school senior teachers form all the schools were other participants in the study to share their ideas and experiences of teacher professional development process, particularly, the opportunities and challenges they experienced. The quantitative data collected were analyzed using descriptive statistics, and thematic analysis method was used to analyze the qualitative data in the study. The study found that the TPD status of the secondary schools is less satisfactory. None of the schools have excellent status. More remarkably, they do not have even medium status, most of them have weak standard. The schools were able to perform TPD related activities such as participating in the training, taking part in subject-members discussion; and getting some support for managing teaching-learning materials. They are weak to perform the activities such as carrying out research work and getting them published, conducting observational tours, and rewarding the best performing teachers. Lack of adequate budget and inadequate administrative monitoring and supervision are some of the major factors affecting TPD.
Pakistan Journal of Social Research
The purpose of this study was to examine the relationship between teachers’ professional developments and their teaching performance at secondary school level. For this purpose, four objectives were formulated. This study was quantitative in nature; correlational design was used to investigate the relationship between studied variables. Population of the study was all public secondary schools of district Lahore. Proportionate stratified random sampling technique was used to select 30 schools and 30 secondary teachers were selected from each school by using purposive sampling technique who had attended teaching trainings. At the next stage, 14 students under one teacher were selected using random number table so total 400 students were selected for study. Two Questionnaires were developed, one for the teachers and other for students. Close ended questionnaires were developed by considering the nature of the study objectives. All respondents contributed in the study showed their inter...
This investigation sought to find out how primary school teachers felt about the value of professional development and how it affected students' academic achievement. Specifically, the researchers were interested in how teachers perceived the value of professional development. The researchers utilized a quantitative research methodology and a self-developed survey questionnaire in order to collect data for the purpose of evaluating teachers' professional development and students' academic success. This allowed the researchers to accomplish the goal of the study and fulfil its purpose. The data were analyzed through SPSS and Smart PLS. According to the study's findings, teachers expressed their level of satisfaction with the effectiveness of professional development at all levels because all three hypotheses were supported, which showed that there is a positive significant effect of effective teaching strategies, well planning and subject-matter knowledge on students' achievement. The study recommends that professional development programs should be enhanced and integrate new technologies for the capacity building of teachers at school levels in the province. On the basis of the conclusion, it is further recommended that academicians and higher authorities should take attentive steps to enhance professional development models as per the need of the 21st century with critical thinking, integration of new technologies and 21st-century skills for better teaching-learning.
Conditions for Effective Teachers’ Professional Development in a School as a Learning Organization
2022
Changes in the structure of the labor market determine new needs for further education and actualizes lifelong learning as a precondition for sustainable development of the whole society. This means that in general education in Latvia, new learning outcomes are defined, which refer not only to the curriculum, which students have to learn at school, and learning approach which is used for educational purposes, but also for the objectives of teachers' professional development. The context of societal changes also determine different models for school governance, transforming schools into learning organizations, where effective teachers' professional development is one of the most important characteristics of that kind for reflection during professional development; learning from outside expertise and good practice; regularity of learning and long-term learning, as well as the opportunity to learn inside the school through formalized system of professional development and methodological support.