Stimulating teachers' continuous professional development in the Netherlands (original) (raw)
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Professional development for teachers propels schools to excellence and contributes to school growth. Therefore, the purpose of this study was to examine the role of teachers' personal characteristics, perception towards Continuous Professional Development (CPD) and support of school leaders in the implementation of teachers' CPD at Finote Selam town secondary school in Ethiopia. To accomplish this, Ecological Theory served as a theoretical lens, and a convergent parallel mixed design was used. A questionnaire was used to collect data from 304 teachers selected using a comprehensive sampling strategy, as well as 11 interviewers. As findings, teachers' implementation of CPD has no correlation with age, length of service, and perception of teachers towards CPD. However, there is a significant, strong, and positive relationship between teachers' implementation of CPD and school leaders' contribution to CPD. The support of school leaders explains 39.6 % of the total variance of teachers' CPD implementation. Finally, lack of good school culture among use in professional development activities, lack of commitment, lack of funding, and lack of common understanding related to CPD were the most prominent challenges affecting teachers'
As knowledge is dynamic, what is new today becomes obsolete tomorrow which warrants the need to upgrade or update one " s professional understanding of the field. The purposes of this study were twofold: unveiling the current status of continuous professional development (CPD) implementation and divulging those factors that affect teachers " engagement in the practice of CPD. Participants were selected purposefully from teachers, principals and supervisors, and data were collected using interviews, focus-group discussions, open-ended questionnaires and informal discussions. Using qualitative data analysis methods, major categories emerged. From the results, it was found out that the status of CPD practice was not that much effective and all the stakeholders were hesitant about its effectiveness. Teachers engaged in CPD were not making the most effective use of it. They associated it with other issues often unrelated to the purposes of CPD. Emphasis on generic contents of training materials, lack of ownership, inconsistencies on its provision, disparity of knowledge among teachers, and supervisors and principals, and conceptual problems about CPD were among the identified factors that hindered its effective implementation. More importantly, the core owners, viz.; teachers, also seemed to have a gloomy picture of its effectiveness. Some possible interventions were suggested based on the findings.
The European Conference on Education 2020: Official Conference Proceedings, 2020
Numerous studies have confirmed that continuing professional development (CPD) is a significant contributor for improving teacher effectiveness. Hence, this paper reports on a study that explored the motivation of high school teachers in Saudi Arabia to engage in CPD programmes. It adopted a mixed methods (MMR) sequential explanatory design utilising an online questionnaire completed by 425 high school teachers and focus groups with 29 high school teachers. The paper aims to investigate what influences teacher motivation to engage in CPD. The findings identified 48 influential factors that highly enhanced teacher motivation to participate in CPD. These factors were organised into four categories: government and policy, school, CPD and personal factors. Based on these findings, a conceptual framework was developed that has the potential to contribute to the knowledge base on teacher motivation to engage in CPD.
RESEARCH REVIEW International Journal of Multidisciplinary, 2019
The government of Ethiopia has recognized quality education as a key to transform the economic and social development of the country. Teachers‟ professional development has been one of the priorities of the education sector to the realization of the country‟s ambitious goals. The aim of this study was to investigate the professional development needs of teachers and the hindering factors that affect teachers‟ participation in CPD. The study employed mixed research approach. The participants of the study were 624 primary school teachers who were randomly selected from government primary schools of North Gondar Zone, Ethiopia. Data were collected by questionnaire, interview and focus group discussion from teachers, school principals, cluster supervisors and Woreda education officers. Both quantitative and qualitative data were collected. The quantitative data were analysed by the help of percentage, mean, t-test and One-Way ANOVA. The qualitative data were analysed thematically. The study revealed that lack of incentives, work load, shortage of time, lack of support from stakeholders, and Lack of trained CPD facilitators were the most perceived barriers of CPD. Teachers were also asked to identify their professional development needs. Accordingly, subject matter knowledge, Knowledge of curriculum and classroom management skills were identified as their most preferred needs. Teaching students with special needs and action research were the least selected professional development needs. The t-test result shows that gender difference affects the perception of teachers toward the hindering factors and their professional development needs. Female teachers showed higher professional development needs than male teachers. ANOVA result shows that teachers teaching experience does not affect the perception of teachers professional development needs. But significance difference was observed between different experience groups about the hindering factors of CPD.
Proceedings of the 2nd International Conference on Education and Social Science Research (ICESRE 2019), 2020
The purpose of this study is to find out how (1) the steps of continuous professional development (CPD) of teachers, (2) the methods and techniques of CPD, (3) the models of CPD, (4) the financing of CPD, and (5) the constraints of CPD. The research approach is qualitative while the type is phenomenological. The study was conducted in Demak Regency in 2019. Data collection techniques using questionnaires, interviews, and documentation. The research step uses the Miles and Huberman model. Analysis of data using qualitative research software NVivo 11 Plus. The results showed (1) the implementation of CPD was not effective because there was no needs assessment and no evaluation, (2) the most widely used methods were education and training, lectures, simulations, discussions, and behavior modeling, (3) the most widely used model is the professional learning group in the form of teacher's working group called KKG and MGMP, (4) the biggest source of funding is from personal teachers and local governments, and (5) the main constraints are in terms of time, funding, lack of programming, and lack of assistance. The most widely given material in CPD is scientific papers, classroom action research, the 2013 curriculum implementation, and the preparation of learning tools. In order to improve the quality of education in Demak Regency, it is suggested that several things (1) CPD steps need to be improved starting from the measurement of teacher needs to evaluation, (2) methods and techniques that are still rarely used should be tried to be applied, (3) models that not yet widely used it also needs to be tried for use, (4) it needs to extract funds from the public, and (5) minimize the major obstacles that arise.
Harran Education Journal, 2016
The notion that teachers play key role in the implementation of any educational reform is not a controversial issue anymore. Teachers always undertake an important mission for bringing about change to education systems, since they are the ones who will decide whether or not accept the change. According to many scholars hence, teachers and their continuous professional development (CPD) are crucial in determining the success of any educational reform directly and the future of society indirectly. In the light of the scholarly literature, the purpose of this paper is to show the importance of teachers’ CPD in the implementation of educational reforms and scrutinise one of the most cited factors, school culture, in influencing CPD of teachers.
Jurnal Basicedu
Teachers’ quality plays a paramount role in the improvement of quality of education. This paper describes the reflection of expectation and reality from the concept and the implementation of CPD of Primary School teacher in Indonesia. The objectives of CPD are increasing teachers’ professional development, increasing education services and upgrading professional qualification. In Indonesia, the objectives CPD only touches increasing education services and professional development. Teachers should involve in CPD activities, they are in self-development, scientific publication and innovative works. The reality from the implementation of CPD, Indonesia’s Education Development Index (EDI) is still on average level. It shows CPD activities have not brought education service improvement in longlife learning. In term of professional development, there are many teachers who are not pass credit score to have higher fungtional position and the main factors are less of motivation and commitmen...
Globus Journal of Progressive Education A Refereed Research Journal, 2021
This study aimed to explore the impact of continuous professional development on teachers’ performance. In particular, it explored teacher’s experiences in a private school in Dubai. Social development theory and organizational development theory were supportive to form relevant understanding needed to develop the study. Supportive related studies were explored that are well situated in the topic explored. The data was collected using a survey questionnaire among 150 teachers in a private school in Dubai. The participants in the study were selected using random sampling technique. The collected data was analyzed using descriptive statistics along with correlation and regression analysis. The findings indicated significant impacts of continuous professional development and increase in teachers’ performance. Based on findings, it is recommended to widely implement continuous professional development that will enhance teachers’ performance. It is also recommended to enrich the professional development programs by setting high standards. The single case study is the limitations of the study as it only offered insights on the case studied, which may or may not be similar in other cases. Therefore, it is suggested to consider multiple cases in future.
Journal of Pedagogical Sociology and Psychology
This paper aims to explore teachers' perceptions, practices and challenges of school-based teacher professional development program. The survey sample consisted of four secondary and preparatory schools, four school principals, four school continuous professional development (CPD) coordinators, one CPD focal person and 198 teachers. The major findings of the study were 1) there was positive perception of teachers toward school based CPD program in the study area, and 2) even though teachers have positively perceived but the practice of CPD program implementation is at low level in the sampled school. As the findings of the study confirmed, teachers" lack of support from school management and supervisors, and lack of collaboration with teachers and school leaders were among the factors that affected the implementation of CPD program in the stduyarea.The study also indicate as teachers with more teaching experience relatively positively perceive the programs and teachers with 2nd degree holders practice more CPD activities than 1st degree holders in the study area. On the basis of these results, some suggested were recommended for policy makers and future research.