Academic literature on the topic 'Management; Professional Teachers; Effective Schools'
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Journal articles on the topic "Management; Professional Teachers; Effective Schools"
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Sumarto and Kholilah Harahap Emmi. "PROFESSIONAL TEACHER MANAGEMENT IN EFFECTIVE SCHOOLS." International Journal of Research - Granthaalayah 8, no. 3 (2020): 57–64. https://doi.org/10.5281/zenodo.3732978.
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Professional teacher management in effective schools. This paper conveys the importance of applying professional teacher management to realize effective schools. There is no good school, if it does not have professional teachers who are able to manage the learning process well in the classroom, start the planning, organizing, implementing and evaluating processes. The method used in this paper is literature study, tracing some references relating to effective management, teachers and schools. There are several findings of the author about professional teacher management including professional teachers, namely: having a commitment to organizational culture or commitment to the learning process of students; mastering in-depth subject matter and how to teach it; able to think systematically about what is done and learn from experience; and is a part of learning societies from their professional environment that enables them to improve their professionalism, so that it becomes an important indicator in creating an effective school.
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Sumarto and Emmi Kholilah Harahap. "PROFESSIONAL TEACHER MANAGEMENT IN EFFECTIVE SCHOOLS." International Journal of Research -GRANTHAALAYAH 8, no. 3 (2020): 57–64. http://dx.doi.org/10.29121/granthaalayah.v8.i3.2020.127.
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Professional teacher management in effective schools. This paper conveys the importance of applying professional teacher management to realize effective schools. There is no good school, if it does not have professional teachers who are able to manage the learning process well in the classroom, start the planning, organizing, implementing and evaluating processes.
 The method used in this paper is literature study, tracing some references relating to effective management, teachers and schools. There are several findings of the author about professional teacher management including professional teachers, namely: having a commitment to organizational culture or commitment to the learning process of students; mastering in-depth subject matter and how to teach it; able to think systematically about what is done and learn from experience; and is a part of learning societies from their professional environment that enables them to improve their professionalism, so that it becomes an important indicator in creating an effective school.
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HALILI, Arta, and Lulzim MEHMEDI. "EFFECTIVE MANAGEMENT OF CHANGES IN PRIMARY SCHOOLS." Journal of Educational Research - EDUCATION 6, no. 11-12 (2024): 77–81. http://dx.doi.org/10.62792/ut.education.v6.i11-12.p2639.
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The school as an institution based on changes always needs a quality management of changes, which will realize multiple pedagogical and strategic objectives. Its change is the responsibility of the teacher, but also of other factors such as managers, professional services, parents, students, local bodies, etc. We have to look at the school changes and project them in comparison with what we have in practice. An effective school environment can also be achieved through a collaborative management integrating effective teamwork. With the fulfillment of the requirements and tasks of the leader and teachers in primary schools, the quality of teaching will also improve. Therefore, the main purpose of this research has been to observe these changes and innovations for an effective management of primary schools. The population of this study was the primary schools of the municipality of Tetova and its surroundings, and a sample consisting of 6 principals and 180 teachers. The research has been quantitative, where a survey and a questionnaire were used as a measuring instrument for data collection. For data processing, comparison and presentation, the SPSS program was used with descriptive data analysis and their publication with graphs. The research results showed that there is an effective management in primary schools which aims to implement changes and reforms in the educational process.
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R. Remorosa, Mary Mechelle, and James L. Paglinawan. "Collaborative Expertise and Professional Competence on School-Based Management Implementation of Teachers." International Journal of Scientific and Management Research 07, no. 11 (2024): 236–45. https://doi.org/10.37502/ijsmr.2024.71121.
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This study explores how collaborative expertise and professional competence among teachers impact the implementation of School-Based Management (SBM). By gathering insights from a group of teachers, we found that they generally feel confident in their ability to work together and in their teaching skills. This strong foundation supports effective SBM practices in schools. Our findings also show that when teachers communicate well, engage in professional development, and participate in decision-making, it positively influences how well SBM is implemented. However, we acknowledge some limitations, such as relying on teachers' selfreports and the fact that our sample comes from specific areas, which may not represent all schools. Overall, this research features the importance of encouraging collaboration and providing professional growth opportunities to improve SBM practices in education.
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Viernes, Annalee. "Management Practices, Teachers’ Competence, and Performance of Non-School Based Management (SBM) Schools in Region XII." Psychology and Education: A Multidisciplinary Journal 39, no. 2 (2025): 125–32. https://doi.org/10.70838/pemj.390202.
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This study explores the management practices of school heads, teachers’ competence and performance of Non-School Based Management (SBM) schools in Region XII. Using a descriptive-correlational design with data triangulation to examine the management practices, teachers’ competence, and performance of non-School-Based Management (SBM) schools in Region XII schools, data from 26 school heads and 316 teachers, utilizing complete enumeration were collected. Data were analyzed using percentages, means, standard deviations and revealed that school heads’ management practices were rated outstanding, demonstrating effective leadership. Teachers’ competence was rated very satisfactory, highlighting the need for continuous professional development. The performance level of non-SBM schools was rated good/developing, indicating they are in the developmental phase of school-based management. Correlation analysis found no significant relationship between school heads’ management practices and school performance, nor between teachers’ competence and school performance.
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Agiannidou, Christiana. "Effective Intercultural Management of Diversity in Greek Schools." Indiana Journal of Economics and Business Management 5, no. 1 (2025): 15–29. https://doi.org/10.5281/zenodo.14712536.
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The year 2015[1] marked a pivotal moment for migration within the European Union. This cultural diversity is notably mirrored in the student demographic. The establishment of reception or ZEP[2] classes have thus become essential to address the demands of contemporary intercultural education[3] and to advance educational equity for all students. In order to investigate this phenomenon further, teachers' perspectives on managing Ιntercultural education within schools hosting reception classes were examined. Samples' educators emphasized their communication skills towards foreign or refugee students, and less the professional attributes of contemporary educators, in order to manage a multicultural classroom setting. Notably, it appears that the majority of educators perceive the management of multicultural classrooms as significantly more challenging than that of traditional classes. Moreover, educators appear to encounter challenges in effectively managing the linguistic and cultural diversity present among their students. They do not feel interculturally prepared enough to cope with the demands of modern intercultural education, while they consider teacher training seminars essential. [1] Documento, (2019). <em>Πόσοι πρόσφυγες βρίσκονται στην Ελλάδα και πού διαμένουν</em>. Ανακτήθηκε 11 Νοεμβρίου 2021, από: https://www.documentonews.gr/article/posoi-prosfyges-briskontai-sthn-ellada-kai-poy-diamenoyn [2] ZEP classes: Priority Zones of Education [3] LAW 3879/2010 Article 26 (Π.Δ. 163<sup>Α</sup>/21.09.2010) <em>«Ανάπτυξη της Δια Βίου Μάθησης και λοιπές διατάξεις». </em>Available at: https://www.kodiko.gr/nomothesia/document/131747/nomos-3879-2010#google_vignette
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Carpenter, Daniel. "School culture and leadership of professional learning communities." International Journal of Educational Management 29, no. 5 (2015): 682–94. http://dx.doi.org/10.1108/ijem-04-2014-0046.
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Purpose – The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures. Design/methodology/approach – A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice. Findings – This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. Leaders in schools must work directly with teachers to create policies and procedures that provide teachers the leadership structure to directly impact school improvement through professional learning community collaborative efforts. Originality/value – This study builds on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. Much of the literature calls for specific case studies to identify issues in the implementation of effective practice. This study is important to the community as specific cases that may inform educational leaders on mechanisms that may be leveraged to ensure successful implementation of policies and procedures outline in school culture and professional learning community literature.
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Dionaldo, Shina, Harlyn Aquino, Angela Barrete, Esterlita Celestian, and Cyril Cabello. "The Narratives of Teachers in the Hinterland Schools: Basis for Management Plan." Psychology and Education: A Multidisciplinary Journal 21, no. 2 (2024): 181–93. https://doi.org/10.5281/zenodo.12513965.
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This qualitative study narrates teachers’ stories and lived experiences in hinterland schools. There is a massive gap in delivering high-quality education in the hinterland for a variety of reasons, including the teachers' lack of contextualization, connections, integration of cultural values in the classroom, ignorance of IP needs, and the lack of a clear vision for their empowerment that takes into account the entire community and support network, among others. By understanding teachers' experiences in hinterland schools, policymakers and educators can create strategies to support and enhance the quality of education in these remote areas. Based on the four themes of place-based education theory, the study aims to better understand teachers' experiences in hinterland schools and identify effective strategies for supporting professional development and well-being. This study uses a qualitative research design. This study used purposive sampling as a technique in qualifying participants from Moalboal’s hinterland schools. The findings revealed that teachers' perspectives on rural education are influenced by their social, personal, and professional experiences. The interaction between teachers and the community is crucial in supporting student learning. The study revealed that personal well-being, time management, and differentiated instruction could improve access to quality education for students. The study on teachers’ narratives in the hinterland schools revealed a need for increased communication and collaboration between team members and a focus on developing a more positive and supportive team culture.
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Salsabilla, Imelia Sahda, Nur Asiyah, and Agus Sutiyono. "Management of Teacher Professionality Development in Primary Schools." EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya 7, no. 1 (2024): 64–79. http://dx.doi.org/10.52166/edu-religia.v7i1.6861.
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This research aims to explore and understand aspects of Teacher Professional Development Management in Elementary Schools, focusing on three main things. First, examine teachers' perceptions of the professional development program implemented, including their views regarding its effectiveness, relevance, and benefits. Second, analyze the program's implications for teacher performance and motivation and the extent to which this program can increase teacher competence, morale, and dedication in the learning process. Third, the leadership role of school principals in supporting teacher professional development should be evaluated by looking at how school principals' support, guidance, and policies can strengthen teacher professionalism. This research uses a case study approach with qualitative methods to explore this phenomenon in depth. The research results show that effective school management, leadership support, and the availability of relevant resources and training methods are vital to increasing teacher competence and motivation. However, this research has limitations because it was only conducted in one school with a limited sample. For future research, it is recommended to involve a larger and more diverse sample from various schools to obtain more comprehensive and applicable data
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Dorsah, Emmanuel, Alfred Kweku Ampah-Mensah, Anthony Akwesi Owusu, Richard Asumadu, and Kennedy Etse Dogbey. "Preservice Management Teachers’ Professional Knowledge in Teaching Business Management in Second Cycle Institutions in Ghana." Asian Journal of Education and Social Studies 51, no. 4 (2025): 295–309. https://doi.org/10.9734/ajess/2025/v51i41870.
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The National Teaching Standards advocate the need for professional knowledge, professional attitudes and value, and professional practices as core professional qualities of preservice teachers. However, it remains unclear the professional knowledge possessed by preservice teachers as they go to occupy the teaching profession. This study investigates the level of professional knowledge of preservice management teachers in teaching at Senior High Schools in Ghana, based on Shulman's (1987) model of teaching knowledge. Adopting a positivist paradigm, quantitative approach and descriptive survey design, the study included 101 respondents. Data was collected using an adapted questionnaire which was analyzed quantitatively. The study found that preservice management teachers generally possessed high levels of professional knowledge, excelling in lesson planning (M = 4.44; SD = .80), teaching methodologies (M = 4.27; SD = .69), classroom management (M = 4.20; SD = .79), and professional commitment (M = 4.37; SD = .77). However, they demonstrated low level of knowledge for effective communication skills. It is recommended that teacher educators should focus on improving preservice teachers' communicative skills during on-campus teaching practice to better prepare them for off-campus teaching practice. Also, teacher training institutions, in collaboration with the Centre for Teacher Professional Development (CTPD), can periodically organize workshops and practical experience sessions to enhance preservice teachers’ ability to convey information effectively.
Dissertations / Theses on the topic "Management; Professional Teachers; Effective Schools"
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Brijkumar, Amritha. "School management teams' management of the school-based continuous professional development of teachers." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40393.
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This study focuses on how school management teams manage the school-based continuous
professional development of the teachers at their schools. The assumption is that continuous
professional development - if school-based - may be more practical in implementing changes
because the teachers will be working in a familiar context when managing their own
development and in meeting the specific needs of their school. At present the professional
development of teachers consists mainly of external workshops and courses. Teachers then return
to the school context that has not changed to accommodate what has been learnt at these
workshops or courses. The lack of feedback or follow-up has done little to encourage teachers to
implement any changes in their teaching practice. The study also explores the practice of school
management teams in creating collaborative school cultures for the implementation of schoolbased
continuous professional development. The rationale for this study is based on the urgent need for continuous professional development
to be part of the schools’ development of teachers. The National Policy Framework for Teacher
Education and Development provides the frame of reference. There is, however, a gap in the
policy on how continuous professional development should be implemented to create a
collaborative school culture and the role that the school management team plays in doing this.
The aim of the study was to determine how school management teams managed continuous
professional development at their schools; to identify the challenges they faced in managing
school-based continuous professional development; and to explore the strategies that contributed
to successful school-based continuous professional development.
The research methodology employed in this study is a Triangulation Mixed Methods Design.
Qualitative and quantitative data was collected simultaneously and analysed separately to
understand the research problem. The sample consisted of principals, deputy principals and heads
of department of primary schools who were interviewed. Questionnaires were administered to
Level 1 teachers at these schools. The interviews were analysed by identifying emerging patterns,
themes and categories. The questionnaires were analysed by presenting descriptive statistics
about the schools and then inferential statistics were determined that correlated and tested the
hypotheses. The results were reported in the form of summaries from the interviews and graphs
from the questionnaires.<br>Dissertation (MEd)--University of Pretoria, 2013.<br>gm2014<br>Education Management and Policy Studies<br>unrestricted
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Van, Niekerk Molly Patricia. "Principals' influences on teacher professional development for the integration of information and communication technologies in schools." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-05022009-175019.
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Machin, Denry. "Managerialism in international schools : a critical enquiry into the professional identity work of head teachers." Thesis, Keele University, 2016. http://eprints.keele.ac.uk/2376/.
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Managerialism in international schools: a critical enquiry into the professional identity work of head teachers With prior research suggesting that educational leaders in Western contexts are discomforted by managerialism, this thesis considers why, despite benign market forces and regulatory freedoms, international school Heads might find appeal in managerial identifications. The international school context, and the managers within, thereby offer a unique and important site of new theorisation. Contrasting with studies which see education and managerialism as opposed, a reprofessionalisation of Headship is proposed, not as old or new, but as something newer still – as hybridic. Theories of identity, professionalism and institutional work provide means of exploring how international school Heads separate and/or harmonise educational and managerial identities and to what potential ends. An industry analysis, online survey and recruitment documentation review bracket out formal and/or technical coercion towards managerial identifications. With those influences set aside, a critical discourse analysis of twenty-five faceto-face interviews gives attention to managerialism as resulting from the legitimacy of management identifications – managerialism, for some Heads, is as empowering and affirming as education. It is shown that i) educational and managerial identifications are resisted and/or adopted because Heads find benefit in both; and ii) that managerialism is moderated in ways which construct both schools and Headship (institutional work) and in ways which also construct individual Heads (identity work). The work Heads do on and for their selves connects, in a circulatory manner, with the work done on and for their schools. Relevant internationally and nationally, it is concluded that hybridity allows Heads to successfully accomplish management without abandoning educational identifications. While some Heads resist managerialism and others more readily embrace it, most seem to find an occupational and/or ontological balance. This study’s findings are important, therefore, to serving and aspiring Heads, to school recruitment panels, to policy makers developing Headship qualifications and to academics researching manager-hybrids in this and other professional contexts.
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O’Brien, Robert Patrick, and res cand@acu edu au. "Assessing the Characteristics of Effective Professional Learning and Training Programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp54.29082005.
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The main aim of this thesis centred on what made effective professional development programs. As a particular case study data was collected on those programs sponsored by the Melbourne Catholic Education Office. Teachers from three schools in the North Western Metropolitan Zone of Melbourne, Australia, the principals from the three participating schools and training staff from the Catholic Education Office in Melbourne became the subjects of the study. The data collected from questionnaires was analysed in order to ascertain whether there were any common trends as to what the teachers thought was needed in effective professional development programs. The interviews with the participating principals and training staff were taped and later analysed in order to determine what they believed was the purpose of professional development and whether the programs currently being offered were effective. In addition, a list of characteristics of effective professional development was developed from the relevant research literature. The analysis of the above data was used to develop a model of effective professional development. The design of this model is cyclical. A main characteristic of the model promotes the reflection by both the participants and the training providers on what has occurred during the program and this process of reflection contributes in later development of programs in similar areas. It was also concluded that the needs and expectations from professional development of teachers and principals were different to what has been expected in past research projects. Both the teachers and principals expected that they would not be solely immersed in theory or in activities that may be used in the classroom. Instead they hoped to gain a knowledge of activities that are based on theory and develop an understanding of how these activities may be used and how they will assist in student learning. Hence, the link between the theory and its application was believed by teachers and principals to be of primary importance in professional development in order to maintain high teaching practices and in turn result in improved student learning.
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Kelleher, Patricia A. "Managing the professional development of teachers : an investigation into the key factors influencing effective professional development with implications and recommendations for improved practice." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369989.
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Iavello, Joanne Lynn. "A conceptual framework for materials useful for effective teacher induction." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/624.
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Arnold, Kari. "Summer School: Perceptions of Summer School Teachers in a Northeast Tennessee School District." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1122.
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The requirements of various educational reform movements such as No Child Left Behind and Race to the Top have left public education systems searching for ways to make sure students are reaching their highest potential. Because of the importance of accountability issues to school systems, it is important to examine ways to help students reach their potential. One tool school districts use to aid in improving student achievement is summer school. This qualitative study provides an overview of the history of summer school. Additionally, it offers a synopsis of various types of summer programs and populations often targeted by summer school. The researcher also offers a review of literature on student learning loss over the summer months. The purpose of this study was to examine the perceptions of pre-K through third grade summer school teachers’ about the summer program in which they taught. The study emphasis was on preparation for summer school, analysis of teacher effectiveness, evaluation of the program, and teacher attitudes toward students. The participants in this study were 10 summer school teachers from a school system in northeast Tennessee. The analysis of data collected in this study introduced several themes and common patterns. Participants expressed the importance of being able to see changes in students over the course of their time in school. The value of participating in a summer school program that is different from the regular school year was found to be important to the teachers. Emphasizing that flexibility in pedagogy and fun for the students was important in making summer school successful. Participants reported that small class size aided in their ability to help the students reach their potentials. Summer school teachers in the study were found to value not just the academic activities but also enrichment activities for students during the summer program. Participants also related antidotal stories and shared situations in which summer school was helpful for particular students. These responses illustrate the significance of seeking teachers’ perceptions of the work they are doing.
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Berry, Geoff, of Western Sydney Nepean University, and Faculty of Education. "Quality management in New South Wales primary schools : implications for leadership development : principals' perspectives on quality management as a process of continuous improvement in Western Sydney primary schools." THESIS_FE_XXX_Berry_G.xml, 1997. http://handle.uws.edu.au:8081/1959.7/351.
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This study seeks to develop a better understanding of the nature and potential of quality management in primary schools and to determine possible professional development strategies for principals in relation to the introduction of quality management within their schools. A questionnaire was utilised to seek the insights, understandings and opinions of thirty-four primary school principals within the Western Sydney area in relation to quality management in their schools and the kinds of leadership support required to initiate and sustain this process. The policy orientation of the research is evident through suggested options for leadership development which emerge from the findings of the quesionnaire. Furthermore, the notion of schools as 'learning communities' is a vision for school education which requires the transformation of the cultural elements of schools to enable all school members to be active managers of their own learning. There is a need to develop systems and processes to allow this vision for schools to emerge, and this research accepts this challenge. This thesis, based on the outcomes of the questionnaire, includes a theoretical framework based on an overview of current models relating to quality management in primary schools and concludes with considerations for the further development of the process in primary schools in New South Wales.<br>Doctor of Education (Ed.D.)
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Nelson, Faye. "A Qualitative Study of Effective School Discipline Practices: Perceptions of Administrators, Tenured Teachers, and Parents in Twenty Schools." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/718.
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Many educators and parents are gravely concerned about disorder and danger in school environments. In addition to school discipline issues, American classrooms are frequently plagued by minor infractions of misbehavior that disrupt the flow of classroom activities and interfere with learning.
The purpose of this qualitative study was to investigate common threads of effective school discipline practices as perceived by administrators, tenured teachers, and parents in 20 schools in East Tennessee. I also attempted to determine if the views of administrators, tenured teachers, and parents are consistent with published research on school discipline practices. Data were collected from administrators, tenured teachers, and parents through an open-ended interview form that I designed.
The study offers a number of recommendations regarding components of effective school discipline practices. An effective school discipline practice involves all stakeholders in its design. The principal and the teachers are responsible for carrying out the school discipline practices to foster appropriate behavior from the students. However, parents, students and community members should be equally represented in the design of discipline procedures. Administrators and teachers need to have quality professional development opportunities to acquire strategies for classroom and school discipline practices. Rewarding students for good behavior and positive contributions to the school community is important. Effective discipline practices are built through consistency and teamwork. Evaluation of school discipline practices should be ongoing, and strategies for reducing school disruptions should be continuously assessed for improvements.
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Mzee, Abdulhamid Yahya. "Effective school leadership and head teachers' professional learning in Zanzibar secondary schools : a mixed-method exploratory study of the perceptions of key education stakeholders." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/a7f4d037-eff1-4218-9563-4a1a3e763d5e.
Full textBooks on the topic "Management; Professional Teachers; Effective Schools"
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West-Burnham, John. Leadership and professional development in schools: How to promote techniques for effective professional learning. Financial Times Management, 1998.
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Jennings, Matthew. Leading Effective Meetings, Teams, and Work Groups in Districts and Schools. ASCD, 2009.
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Bolam, Raymond. Effective management in schools: A report for the Department for Education via the School Management Task Force Professional Working Party. H.M.S.O., 1993.
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Jennings, Matthew. Leading effective meetings, teams, and work groups in districts and schools. Association for Supervision and Curriculum Development, 2007.
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Mark, Brundrett, and Terrell Ian, eds. Learning to lead in the secondary school: Becoming an effective head of department. RoutledgeFalmer, 2004.
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Martin-Kniep, Giselle O. Communities that learn, lead, and last: Building and sustaining educational expertise. Jossey-Bass, 2008.
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Earley, Peter. Effective practices in continuing professional development: Lessons from schools. Institute of Education, 2010.
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Williams, James. Professional leadership in schools: Effective middle management & subject leadership. Kogan Page, 2002.
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Bennett, Nigel. Managing professional teachers: Middle management in primary and secondary schools. Paul Chapman, 1995.
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Nigel, Bennett. Managing professional teachers: Middle management in primary and secondary schools. P. Chapman, 1995.
Find full textBook chapters on the topic "Management; Professional Teachers; Effective Schools"
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Adiyasuren, Amarjargal, and Ulziisaikhan Galindev. "Effective Teaching in Mongolia: Policies, Practices and Challenges." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_11.
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AbstractThis chapter describes the contextual background of teacher and teaching quality in Mongolia through exploring teacher policies, and practices and challenges surrounding the teacher, followed by how curriculum sets the parameters for teaching behaviour. Students must finish a four-year teacher education program in Mongolia to become teachers. The government policy aims to increase the percentage of teachers who hold master’s degrees up to 70% by 2024; 15.8% of primary and secondary education teachers held a master’s degree as of 2020. The government requires teachers to attend mandatory training in their first, fifth and tenth teaching year. Besides these centralized trainings, the government is also reinforcing teachers’ professional development policies in the direction that supports and encourages local and school-based professional development based on teachers’ learning needs. Recently there has been a regulation of school self-monitoring and evaluation, including setting criteria on lesson management and quality to use for evaluation of teachers’ teaching skills and behaviour, via lesson observations. Teacher behaviour and pedagogical methods are articulated in the curriculum documents as well. The most recent education reform was aimed at a principle that is called the change of ‘Each and every child’. This was followed by curriculum revision with key concepts of inquiry-based learning, differentiating teaching (based on students’ developmental differences) and assessment of progress and learning skills. These changes, needless to say, require teachers to improve their pedagogical skills. Research shows that Mongolian teachers still have difficulty with devising differentiated activities for students at different levels of learning. In terms of context, it should be understood that teaching is regarded as a low paid profession in Mongolia. The government takes measures such as: offering scholarships to attract good students into teaching profession; and providing salary supplements and local subsidies.
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Feng, Xiangyuan, Michelle Helms-Lorenz, and Ridwan Maulana. "Teachers’ Intrinsic Orientation, Self-Efficacy, Background Characteristics, and Effective Teaching: A Multilevel Moderated Mediation Modeling." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_24.
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AbstractTeachers’ intrinsic orientation for the profession (TIOP) refers to a compound trait derived from the meaningfulness and positive affect teachers attribute to the profession. It can be validly measured by three conceptually correlated yet empirically separable factors of autonomous motivation, enthusiasm for teaching, and enthusiasm for the subject. Grounded in the previous findings of non-significant direct relationships between TIOP and effective teaching, the present study further tested the hypothesized indirect relationships between the two constructs. To better understand the underlying relational mechanisms, the potential mediating role of self-efficacy and the moderating effects of both teacher- and school-level background factors were addressed in single- and multi-level models. A total of 239 beginning teachers from 32 Dutch secondary schools responded to the questionnaires at the beginning of the first career year. Actual teaching behaviour was observed by means of classroom observations. The results of lower-level mediation analysis confirm the mediating effect of self-efficacy on the relationship between TIOP and activating teaching behaviour at career entry. The results of single- and cross-level moderated mediation analysis show that self-efficacy significantly mediates the links between TIOP and three specific teaching behaviour domains: providing safe and stimulating learning climate, classroom management, and clarity of instruction. These effects were respectively moderated by teachers’ qualification, age, and gender. The present study makes a unique contribution to understanding the importance of TIOP for beginning teachers’ well-being and effective teaching, providing insights for both teacher educators and mentors.
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van der Lans, Rikkert. "A Probabilistic Model for Feedback on Teachers’ Instructional Effectiveness: Its Potential and the Challenge of Combining Multiple Perspectives." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_5.
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AbstractThis chapter describes research into the validity of a teacher evaluation framework that was applied between 2012 and 2016 to provide feedback to Dutch secondary school teachers concerning their instructional effectiveness. In this research project, the acquisition of instructional effectiveness was conceptualized as unfolding along a continuum ranging from ineffective novice to effective expert instructor. Using advanced statistical models, teachers’ current position on the continuum was estimated. This information was used to tailor feedback for professional development. Two instruments were applied to find teachers’ current position on the continuum, namely the International Comparative Assessment of Learning and Teaching (ICALT) observation instrument and the My Teacher–student questionnaire (MTQ). This chapter highlights background theory and central concepts behind the project and it introduces the logic behind the statistical methods that were used to operationalize the continuum of instructional effectiveness. Specific attention is given to differences between students and observers in how they experience teachers’ instructional effectiveness and the resulting disagreement in how they position teachers on the continuum. It is explained how this disagreement made feedback reports less actionable. The chapter then discusses evidence of two empirical studies that examined the disagreement from two methodological perspectives. Finally, it makes some tentative conclusions concerning the practical implications of the evidence.
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Röhl, Sebastian, Hannah Bijlsma, and Wolfram Rollett. "The Process Model of Student Feedback on Teaching (SFT): A Theoretical Framework and Introductory Remarks." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_1.
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AbstractStudent feedback on teaching in schools, conceptualized as information on student perceptions of teaching, is described by many scholars as an effective instrument for the developmental use of teachers and teaching. Beyond that, various studies show that the productive use of this method is a very complex process in which a variety of aspects must be considered. As an introduction to this volume, this chapter presents a model based on findings from different research areas of feedback and school research, called Process Model of Student Feedback on Teaching (SFT). This model follows the steps of the student feedback process, starting with student perceptions of teaching, which must be professionally collected or measured. Subsequently, the teacher perceives and interprets this feedback information, which is linked to cognitive and affective reactions and processes. This can lead to an enhancement of teachers’ knowledge about their own teaching and to the initiation of improvement-oriented actions, finally resulting in improved teaching and development of the teachers’ professional competence. Thereby, characteristics of the organization, the students, and classes as well as the teachers need to be considered. This model serves as a framework for the subsequent overview of the contributions in this volume.
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Aguerrondo, Inés, and Lea Vezub. "Leadership for Effective School Improvement: Support for Schools and Teachers’ Professional Development in the Latin American Region." In International Handbook of Leadership for Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1350-5_39.
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Al-Thani, Noora J., and Zubair Ahmad. "Teaching Research to Teachers—Traversing from Research-Oriented Education to Research Learning Theory." In SpringerBriefs in Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-87544-1_6.
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Abstract Chapter 6 explores the pivotal role of integrating research-based methodologies into teacher education, focusing on both pre-service and in-service training. It examines how equipping teachers with research competencies can significantly influence student learning behaviors, highlighting the critical connections between effective teaching practices, professional development, and student outcomes. The chapter addresses the challenges and opportunities in cultivating a research-oriented culture within educational institutions. It advocates for a holistic approach that includes creating supportive environments, providing adequate resources, and fostering collaborative partnerships. Emphasizing the importance of integrating social-emotional learning (SEL) into teacher education programs, the chapter recognizes that teachers' social and emotional skills are essential for shaping positive classroom dynamics and creating a supportive learning atmosphere. Additionally, the chapter investigates how teachers' engagement with research impacts their instructional decisions and the development of students' autonomy and critical thinking skills. By reviewing current literature and research findings, it offers actionable insights into how schools can enhance research education training for teachers. The chapter underscores the need for continuous professional development, collaboration with research institutions, and the integration of research into teacher education curricula. Ultimately, Chapter 6 advocates for a transformative approach to teacher education, aligning with research learning theory to improve teaching effectiveness and student learning outcomes.
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Chidakwa, Cleophas Peter. "Quality Management Teacher Professional Development Model." In Global Perspectives on Teacher Performance Improvement. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9278-6.ch010.
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The chapter presents the Quality Management: Teacher Professional Development model for quality education as internal efficiency in Zimbabwe's primary schools. The model is a product of a qualitative phenomenological doctoral study. The researcher analyzes quality management practices from three rural primary schools consistently awarded the Secretary's Merit Award for performance ‘par excellence'. The model is cost effective and work embedded. Teachers get professionally developed daily as they work in schools. As a process quality management model, it involves planning, organizing, leading, monitoring, and controlling. Teachers participate in quality management by being members of school-based committees or teams. The QMTPD model develops teachers in some of these aspects: effective teaching; classroom management; setting, marking, and moderating tests; diagnosing and remedying weak learners. Effectiveness of the QMTPD model is manifested in the literacy rate of above 90% that Zimbabwe has attained.
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Bakokonyane, Kaone. "Leadership-Advancing Great Leadership Practices and Good Leaders: Developing Good School Leaders in Botswana: Advancing Leadership for Learner Outcomes." In Business, Management and Economics. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.108002.
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The study investigated how headship teacher professional development proficiencies and academic performance, of two high-performing primary schools in the Kweneng region, helped them become better school leaders. The study used multi-cross case study analysis, qualitative approach, and purposive sampling to gather data from semi-structured, focus group interviews, observations, and document analysis. Twenty-eight participants in this study were four senior teachers, six teachers, 12 students, two school heads, two deputy school heads, and two heads of departments. This study utilised Kiral’s Excellent Leadership Theory in Education. The study’s aim was to determine how the school heads of two rural primary schools with high academic performance and teacher professional development leadership development evolved into effective school leaders. The cross-analysis case study revealed that high-performing rural primary schools possessed: leadership and continuous improvement, excellence and perfectionism, excellent leadership in their schools, and implementation of excellent leadership in their schools. The study concluded that solid leadership practices and strong learners’ academic performance are needed in schools. The study also showed that school leaders who prioritised teachers’ continued professional development had an excellent academic performance. This study recommends that great school leaders may promote consistent teacher-professional learning support, which promotes high academic performance.
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Hartney, Elizabeth. "Stress Management to Enhance Teaching Quality and Teaching Effectiveness." In Occupational Stress. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0954-8.ch014.
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Teaching has been identified as one of the most stressful professions, with a high attrition rate resulting from teacher stress and burnout. This chapter addresses the problem of how to enhance teaching quality and effectiveness by providing teachers with professional development in stress management, specific to the stressors of teaching. Existing research has clearly identified the key stressors for teachers, and evidence-based stress management approaches have been shown to be effective in mitigating teacher stress and improving teaching quality. However, there is little evidence that such professional development approaches have become integrated into the teacher training or continuing professional development curricula for teachers. Consequently, the aim of this chapter is to provide an overview of how teaching quality can be improved with a professional development framework of targeted approaches in stress management, which are aligned with the needs of individual teachers and whole schools.
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Hinson, Janice M., and Rachel Bordelon Sellers. "Professional Development Recommendations for Online Courses." In Development and Management of Virtual Schools. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-154-4.ch007.
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The Internet is redesigning the delivery of instruction, and, consequently, time, space and distance are no longer constraints to teachers and students. Harrison and Berge (2000) state that “Internet access is becoming more widespread and its capabilities for delivering multimedia lessons are improving daily; the Internet is becoming the vehicle of choice for distributing learning across distances” (p. 57). However, teaching online is a relatively new concept and effective professional development is needed to help educators learn to organize content for online delivery, convert instructional materials to online formats, use advanced multimedia tools, and integrate technology resources in online learning environments. This chapter addresses standards for technology-supported instruction and staff development; models of effective face-to-face professional development, along with adaptations for online educators; and professional development programs currently available to online educators. Recommendations for effective professional development have also been provided.
Conference papers on the topic "Management; Professional Teachers; Effective Schools"
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Admiraal, Wilfried, and Irma Heemskerk. "ONLINE WORKSPACES TO SUPPORT TEACHER COMMUNITIES IN SECONDARY SCHOOLS." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-065.
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Introduction There are steadily expanding claims that teacher community contributes to the improvement in the practices of teaching and schooling (cf., Witziers et al., 1999; Little, 2003; Darling-Hammond and Bransford, 2005) as well as individual teacher development and the collective capacity schools (cf., Seashore Louis et al., 1996; Grossman et al., 2001; Imants et al., 2001; Achinstein, 2002; Piazza et al., 2009). In line with Grossman et al. (2001), we are interested in teacher community at the local level, where interaction, dialogue and trust are necessary elements of building cohesion. Based on the definition of community by Bellah et al (1985), we define a teacher community as ‘a group of teachers who are socially interdependent, who participate together in discussion and decision making, and share and build knowledge with a group identity, shared domain and goals, and shared interactional repertoire’. This means that we distinguish three core features of a teacher community: group identity, shared domain and goals, and shared interactional repertoire. These features refers to the nature of a community (group identity), what a community is about (shared domain), and how it functions (shared interactional repertoire). In a literature review of Brouwer et al. (in press), 31 design principles have been retrieved from the literature about the setup of efficient and effective teacher communities in schools. Examples of design principles are the promotion of interdependence, shared responsibility and individual accountability, the development of guidelines for dealing with conflicts and decision-making, and the consideration of group size and heterogeneity of expertise. The use of online workspaces might solve issues in communication and collaboration of school teachers as well as in establishing feelings of cohesion and trust –in addition to face-to-face interaction and collaboration. However, the problem is that we do not know how online workspace should be designed in order to efficiently and effectively communities of teachers in secondary school. Method and results A systematic review will be presented of online workspaces from the perspective of how teacher communities should be designed in order to effectively and efficiently support collaboration and communication of teachers in secondary schools. These tools includes tools for collaborative writing, file sharing, mind mapping, group communication, social networking, wikis and blogs, web presenting, whiteboarding, web and video conferencing, chat and instant messaging, and project management and event scheduling. Subsequently, online collaboration tools are evaluated on the way their functionalities potentially facilitate the design principles that have been worked out. Literature Achinstein, B. (2002), “Conflict amid community: The micropolitics of teacher collaboration”, Teacher College Record, Vol.104 No.3, pp.421-455. Bellah, R. N., Madsen, N., Sullivan, W. M., Swidler, A., & Tipton, S. M. (1985). Habits of the heart; Individualism and commitment in American life. Berkeley, CA: University of Calidofornia Press. Brouwer, P., Brekelmans, M., Nieuwenhuis, L., & Simons, P. R. J. (in press). Fostering teacher community development A review of design principles and a case study of an innovative interdisciplinary team. Learning Environments Research. Darling-Hammond, L. and Bransford, J. (Eds.) (2005), Preparing teachers for a changing world. What teachers should learn and be able to do, Jossey-Bass, San Francisco. Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teacher College Record, 103, 942-1012. Imants, J., Sleegers, P. and Witziers, B. (2001), “The tension between sub-structures in secondary schools and educational reform”, School Leadership & Management, Vol.21, No.3, pp.289-307. Little, J. W. (2003), “Inside teacher community: representations of classroom practice”, Teachers College Record, Vol.105 No.6, pp.913-945. Piazza, P., McNeill, K.L. and Hittinger, J. (2009), “Developing a voluntary teacher community: The role of professional development, collaborative learning and conflict”, Paper presented at the annual meeting of the American Educational Research Association, April, San Diego, CA. Seashore Louis, K., Marks, H. and Kruse, S. (1996), “Teachers’ professional community in restructuring schools.” American Educational Research Journal, Vol.33 No.4, pp.757-798. Witziers, B., Sleegers, P. and Imants, J. (1999), “Departments as teams: functioning, variations and alternatives”, School Leadership & Management, Vol.19 No.3, pp.293- 304.
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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.
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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.
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Pal, Seema R., and Vidyanand S. Khandagale. "A Study of Social-EmotionalStatus of Inservice Teachers of Kolhapur District." In Transforming Knowledge: A Multidisciplinary Research on Integrative Learning Across Disciplines. The Bhopal School of Social Sciences, 2025. https://doi.org/10.51767/ic250414.
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Teachers play a crucial role in developing the socio-emotional aspects of the children because teachers' social and emotional well-being directly impacts the ability to create a positive and conducive learning environment. Students are entering schools lacking the social and emotional skills needed for holistic development. Hence along with the students it is equally important for a teacher to be aware of their socio-emotional competencies including components of SocialEmotional Learning which broadly consists of skills such as self-management, self-awareness, social awareness, Relationship skills, and Responsible in decision-making is essential to understand the socio-emotional aspects of teachers so that effective support systems can be implemented for enhancing overall outcome of education. The objective of the present study is to study the Social-Emotional status of In-service teachers of Kolhapur district and to study the competencies based on the following components, SelfAwareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision Making, Professional Commitment, Cultural Awareness, Emotional Literacy, Emotional Intelligence, Collaboration Skills, Ethical Reasoning, Interpersonal Skills, Social skills, Motivation, Compassion, Performance, Anxiety. The present study adopted the descriptive survey method consisting of a total of 34 items based on the components of social-emotional learning. The sample selected for the study was In-service teachers from Kolhapur district. The finding reveals that the majority of respondents have a strong sense of emotional self-awareness, reflective-constructive teaching practices, and professional ethics. The findings also highlight significant levels of anxiety among teachers & the majority of the teachers are anxious about their performance as teachers. Also, the teachers lack effective emotional management and conflict resolution.
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DOAGĂ, Nadejda. "Emotional intelligence is an indispensable component of a successful educational management." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.21-22-03-2024.p102-108.
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The educational field is an important strategic vector in the development of modern society and ensuring a prosperous future. Emotional intelligence plays a particularly important role In the process of achieving qualified educational management, in which authentic leaders, visionaries with well-developed communication skills, capable to inspire and motivate all participents in the educational process are appreciated. So, a competent school manager must have well-formed emotional skills that are a relevant support in ensuring effective communication, mediating and resolving conflicts, making decisions, developing organizational culture. Knowledge and functional application of the 6-leadership styles based on emotional intelligence contribute to creating a harmonious emotional environment, motivating and strengthening the team in order to increase the performance of the school institution. The development of emotional skills should be a benchmark in professional training programs for managers/teachers containing in Module B Psychopedagogy, a program for developing emotional intelligence, to ensure effective interpersonal relationships in order to achieve a successful educational management.
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Balanescu, Ramona cristina. "COMMUNICATION WITHIN THE SCHOOL ORGANISATION - A FACTOR RENDERING THE HUMAN RESOURCES MANAGEMENT MORE DYNAMIC AND EFFICIENT." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-173.
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Human communication is a basic process, both in the individual's personal and social life. Furthermore, communication is one of the most important activitieswithin an organisation. At the workplace, the communication phenomenon must be studied as an interhuman relationship, as a specific form of interaction. The organisation optimal operation is based on the establishment of effective relations between individuals and groups. Thus, the internal communication becomes a dynamic factor both for the professional satisfaction and the professional performance. This article proposes an empirical exploratory study where in the internal communication is analysed related to other elements specific to the organisational flow in the school environment. The study participants are the result of a non-probabilistic sampling, based on availability criteria. The final sample includes 413 teachers in the pre-university educational system, evenly distributed geographically. The data collection was performed through an on-lineself-administered questionnaire. The study shows that the participants consider the internal communication plays a positive role in the performance of the human relations management activities, in building an organisational climate supporting performance and increasing job satisfaction. The prevalent opinion shows the profound importance the high-quality internal communication has in the activity performance, efficiency-rising, and employee-motivation, the absence thereof leading to disastrous effects. The contrary statement, whereby communicationis only seen as a human resources management tool, is rejected by most of the Respondents. As a counterweight, the Respondents have less positive opinions regarding the realities defining the multidimensional communication within the organisation they work in. Related to nature of the organisational climate, mention is made of the personal and professional valuation feeling the school organisation the teachers work in give to the latter. The research also explores the relationship between the internal communication quality and the teaching staff's attachment to the institution. In the end, the paper proposes a theoretical applied model for rendering the internal communication more dynamic and analyses the opportunity of implementing the same in relation to several organisational variables: horizontal communication, verticalcommunication, attachment to the organisation and human resources management activities.
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Cohen Azaria, Yael. "UPPER SECONDARY SCHOOL HOMEROOM TEACHERS' PERCEPTIONS OF THE NEW TOOL FOR THEIR PERFORMANCE EVALUATION." In 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/s08.39.
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The homeroom teacher (HRT) is one of the main roles in the school. HRTs effective teaching and classroom management are central to ensure inclusive and equitable quality education. The main goal of this study was to examine Israeli upper secondary HRTs perceptions of the new multiple domain performance tool (USHRT-MDPT) to evaluate their work performance. The study applied a qualitative paradigm of data collection and analysis. Data were collected through semi-structured interviews and were analyzed thematically. Participants were 46 upper secondary school HRTs. All HRTs had tenure and were evaluated at least once using the USHRT-MDPT. The main findings were that the upper secondary HRTs perceived the USHRT-MDPT as: (1) an evaluation rubric that is appropriate for HRTs, (2) an advance organizing rubric for HRTs self-performance-improvement, (3) an evaluation rubric that promote dialogical empowerment, (4) an evaluation rubric that encourages HRTs professional development, (5) an evaluation rubric that misses the HRTs classroom management in a time of crisis component. There is a clear dearth in scholarly literature dealing with the evaluation of upper secondary HRTs work performance. This study is the first to reveal Israeli upper secondary school HRTs perceptions of the tool for their work performance evaluation.
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Trif, Letitia. "MODERN PRACTICES OF TEACHING-LEARNING-EVALUATION USED IN THE CONTEXT OF THE CLASS OF STUDENTS. PROPOSALS OF CONTINUOUS TRAINING OF TEACHING STAFF." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-123.
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In the present context of Romanian education, the curricular reform being in full deployment, more and more often is brought up the issue of : authentic, in-depth creative-innovative, participative learning, with forward-looking with and prospective character; the formation and development of operating knowledge and skills applicable in ecological training situations; the emphasis on education (without ignoring training) - the development of social-relating skills, effective learning, etc., an education that would be based on the four pillars: learning to know; learning to do; learning to be; learning to live with others. At the same time, access to information is extremely easy, as a result it is necessary to impart to students effective strategies for planning, monitoring and effective selection of information required for solving various tasks: school, social or professional related, they can be placed in, formally, informally or casually. Thus, teaching students to learn (information and learning management) is becoming a major goal for contemporary education. These premises have led to the implementation of a continuous training program for teachers of gymnasium during September-December of the school year 2015-2016 for disciplines within the curricular area "Mathematics and sciences". Specific objectives proposed were: the creation of a suitable meta-cognitive climate at the class level; "online" focus on strategies of planning, monitoring, evaluation of cognitive approach in the process of teaching-learning-problem-solving through verbalization (prompting) of meta-cognitive actions, self-questioning, aspects related to planning, monitoring, evaluation, at the level of the internal language (usage by the teacher of the thinking aloud protocol); emphasis on the relationship between meta-cognitive steps and efficiency of learning and resolving problems. And the resources involved: human resources: teachers involved; methodological and procedural resources - online tests and questionnaires applied through open-source platform "Limesurvey"; material resources - computer labs; time resources (45 hours).
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Litoiu, Nicoleta. "USING ICT IN APPROACHING CAREER COUNSELLING PROCESS AND CAREER MANAGEMENT SKILLS' DEVELOPMENT." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-122.
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Over the last two years, the E.U. Member States have adopted a series of policy documents that draw up priorities in the fields of schools, vocational education and training, higher education, adult education, employment, youth and social inclusion. These priorities highlighted by the policy documents set up a general framework for action at European and national levels, mainly referring to: reducing early school-leaving; increasing learning mobility; making VET system more attractive; modernizing higher education; promoting adult learning and validation of non-formal and informal learning; combating youth unemployment; implementing flexicurity policies; fighting poverty and social exclusion. In this context, the Europe 2020 Strategy is designed to create 'smart, sustainable and inclusive growth' over the decade 2010-2020. The three main objectives for 2020 all require effective and efficient lifelong guidance policies. Based on the need to provide lifelong career counselling and guidance services, the present paper is aimed to analyze the use of appropriate ICT tools in delivering specific interventions in career counseling process, closely related to the career management skills' development and practice. From this perspective, the paper's approach tries to emphasize the benefits and limitations in using ICT in career counselling process, the role of the practitioner and the role of ICT, taking into consideration the key concepts like distance career counseling, social media, virtual career centers, and integrated ICT-based career resources and services. On the other hand, the paper is addresses to all education experts, teachers and counselling specialists and practitioners in order to stimulate their personal reflection on the cross-cutting nature of career counseling and career management concepts and to encourage initiative and further analysis. From this perspective, we try to investigate the general context, models and principles for developing the career management skills, bringing examples and comments of relevant practice based on a transversal and comparative curricular approach of Romanian education system's levels, with a specific reference to the curriculum area "Guidance and Counselling". Not the last, the role of experts and practitioners in career counselling domain is to mobilize all available resources with a view to enhancing lifelong career guidance policies and services at national and local levels. In line with all mentioned above, using ICT tools in implementing career counselling process and the career management skills focuses on learning about the economic environment, personal and professional development, being able to evaluate oneself, being able to describe the competences one has acquired in formal, informal and non-formal education settings, understanding education, training and qualifications systems.
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Gabureanu, Simona, and Petre Botnariuc. "AN ANALYSIS OF THE VIRTUAL COMMUNITIES SUPPORTING THE "GOOGLE FOR EDUCATION" PROGRAMME IN ROMANIA." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-087.
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Authors: Petre Botnariuc Institutul de ?tiin?e ale Educa?iei Stirbei Vod?, 37, 010102, Bucure?ti. Email: bpetre[at]ise.ro Simona G?bureanu Universitatea Politehnica Bucure?ti Splaiul Independen?ei Str. No 313, Bucharest 060042, Romania E-mail: simona.gabureanu[at]upb.ro This article aims to complement through an content analysis endeavour the quantitative approach adopted by a programme evaluation, research that was conducted in 2015 by a team of researchers. The evaluation has addressed the training programme ,,Google for education" which aimed to develop teachers skills in employing in ones own activity of the different Google applications (Gmail, Calendar, Drive, sheets, forms, sites, Google+). The investigation aimed to reveal the added value of the training programme. The quantitative data set was collected through a questionnaire distributed through the ,,Google for education" communities and through the iTeach platform addressed to the professional development of teachers in preuniversitary education. For the analysis 159 answers were validated as attendants to the formal training session in using the Google apps in education from the total of 161 teachers who have actually filled in the questionnaire. The content for the qualitative analysis consists in the discussions taking place in 13 counties from Romania, which could be identified online. In this paper we will explore the trainees preferences and difficulties encountered in applying the Google tools in the process of resources and learning management, with a focus on the way in which the google groups are used as a mean of communication and collaboration in the professional communities of teachers from din 13 counties (Arge?, Bistri?a-N?s?ud, Boto?ani, Bra?ov, Br?ila, Bucure?ti, Constan?a, D?mbovi?a, Giurgiu, Hunedoara, Mehedin?i, Mure?, Timi?). We have used a mixed methodology of analysis with quantitative and qualitative treatment of the collected data (questionnaire applied to the trainees of the training programme and content analysis of the online discussions forums). The focus of analysis was on the effectiveness of the training programme and on building a teachers learning community as well as to provide a set of suggestions for improving the future training activities. The quantitative results are analysed and further explained against the qualitative results taking into account different factors: type of training provider type, trainees preferences for training, opportunities, difficulties and factors of success in application in preparation activity and actual classes, areas, extent and frequency of application, participants estimated training impact on educational design and classes, teaching experiences. The analysed effects of training include: use of Google apps for management and school-family collaboration, better integration of google apps in the teaching, integration of google apps in the learning tasks, use of state of the art teaching methodologies (pupil and competence centeredness), introducing creative methods and strategies in the learning situations, relevance and practicality of the learning activities, opportunities for collaborative learning and team work, personalised and individualised learning, as well as interactive and participative learning, adequate, varied evaluation methods and tools, exploitation of received feedback for ones own improvement and professional development. In what the outcome of the training is concerned the following topics will be analysed: increased learning performance for pupils, attractiveness of learning activities, facilitation of retention, comprehension and higher order thinking skills, encouragement of both demanding students and high performing students, facilitation of creative approaches in learning, better and increased use of google apps for individual study, better communication with the students, increased individual involvement in collaborative projects, more effective resource management.
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Tudor, Sofia loredana, Maria magdalena Stan, and Mihaela Paisilazarescu. "INTEGRATION OF THE E-LEARNING IN TEACHING/ LEARNING COURSES AT PRESCHOOL AND PRIMARY PEDAGOGICAL TEACHER." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-142.
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E-Learning is an educational environment with continuous upward trend, a collaborative process aimed at increasing individual and organizational performance. Success in the educational field results not only in facilitating access to information and knowledge, modern forms of presentation and assessment, but also e-learning providing differentiated access the various categories of learners with specific training and professional individual needs. Averages open, participatory and social features offers both teachers and learners the opportunity to communicate, collaborate and connect with each other, thereby contributing to the change in the design of teaching strategies and teaching - learning and assessment. Therefore, during the last decade, there is an increase in the supply of electronic resources and tools in the educational environment, especially in the university, where students, as adults, have some experience in using electronic technologies. In this study, we analyzing how to implement modern technologies in teaching pedagogical disciplines of Foundations of Pedagogy and Theory and Methodology of Curriculum in Preschool and Primary Education in conjunction with the factors that pedagogical influence the acceptance and use of e-learning. Effective management of learning situations involves overcoming formal educational space and integration of new technologies, developing the ability to cooperate with others to make a good team. School should use elements which are performed abroad, at institutions that do not follow in priority formative purposes. To achieve the four pillars of education, "learning to know", "learning to do", "learning to live with others", "learning to be" , education must be responsive to influences to all learning environments. Without diminishing the role of school education, Lucian Ciolan appreciates that it should not be neglected contribution of other educational environments. "Profile of an individual's skills can be the cumulative result of a series of training experience and formal training, non-formal education, informal experiences of life. (...) It's rather a necessary revision of the traditional roles of school and classical vision that educational institutions have on offer (...)."
Reports on the topic "Management; Professional Teachers; Effective Schools"
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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004514.
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Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These gains persisted through the second and third grades. We also show that an early intervention in rst grade is more cost-effective at improving literacy skills than implementing remediation strategies in third grade.
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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.
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The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualified teachers. Therefore, it is reasonable for these individuals to learn a lot during their teacher education experiences, and to be effective at some beginning level. However, it is not reasonable to expect them to completely master these skills independently from experience alone, without any sustained and purposeful continuing professional development (CPD) and school-based support during the beginning years of their profession. For many education systems and government, the difficulties faced by beginning teachers is of grave concern, and points to the need of specialised forms of assistance or support mechanisms, using a variety of CPD strategies, structured induction and mentoring programmes. Scholars have also argued that besides helping beginning teachers, well-designed and high-quality CPD and school-based mentoring are critical to improving the quality of teachers, schools, and to some extent, student achievement. For the Ministry of Education (MOE), teacher continual learning and professional development, coupled with building a strong core of mentors for the younger generation of teachers, have always been a key thrust in the MOE’s strategic direction to developing a high quality teacher workforce (Heng, 2012). To support this vision, the Academy of Singapore Teachers (AST), and other specialist academies, like Physical Education Sports Teacher Academy (PESTA), have been established to spearhead professional learning and development for the subject-specific fraternity.
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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.
Full textAbstract:
This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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Bergamaschi, Andrea, Cecilia Giambruno, and Paula Morales. Empowering Schools with Data: How Can We Achieve Effective Use of Educational Dashboards for Teachers and Principals? Inter-American Development Bank, 2025. https://doi.org/10.18235/0013561.
Full textAbstract:
Educational dashboards are key tools for enhancing data-driven decision-making in schools, providing teachers and principals with actionable insights. However, their adoption in Latin America and the Caribbean is hindered by challenges such as data quality issues, lack of interoperability in Education Information Management Systems (EMIS), and limited alignment with user needs. This document presents an analytical framework to address these barriers, combining a bottom-up approach that improves dashboards based on educators needs with a top-down strategy to strengthen their effective use. By outlining key challenges and practical recommendations, the study offers a roadmap for optimizing dashboard implementation and fostering a data-driven culture in education.
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Parker, Rachel, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, and Oksana Zabolotna. Learning Through Play at School Ukraine: Final Research Report. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-738-0.
Full textAbstract:
The Learning Through Play (LTP) at School Research Study Ukraine was a four-year intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The intervention was a two-year professional learning program that blended online, and face-to-face learning called the Teacher Innovative Play Program (TIPP). The TIPP was designed based on documented evidence that reports that teachers need opportunities to experiment and reflect to change practice. The study was guided by three research questions which were revised following the full-scale invasion of Ukraine by Russian armed forces on February 24, 2022. The revised questions were as follows: 1. What are the barriers and enablers that limit and/or support effective implementation of LTP in intervention school classrooms? 2. How do teachers in intervention schools implement LTP and adjust their classroom practices to promote learners’ literacy and social and emotional development? 3. How do children’s literacy and social emotional skills compare between testing time points including prior to and during the invasion of Ukraine by Russian armed forces?
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Carrasco, Rafael, Marcelo Fontecilla, Elisa De Padua, and Magdalena Flores. SUMMA’s Dialogic Classrooms: Transforming teaching and learning through collaboration. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013450.
Full textAbstract:
Latin America and the Caribbean are several years behind the learning results of the OECD countries evaluated by PISA. A closer look at educational processes shows an long road ahead towards a pedagogy that better connects with the needs and feelings of students, as well as to respond to the new challenges posed by society. There is a great opportunity offered by an unprecedented body of research evidence suggesting ways to guide and accelerate educational improvement. The existence of meta-analyses of large volumes of research in education makes it possible to identify pedagogical practices with high impact in contexts of socio-educational vulnerability, and low requirements on infrastructure or technology. SUMMA developed the Dialogic Classrooms Program based on the articulation of some of the most effective strategies for improving learning: collaborative dialogue, metacognition and formative feedback. The program was developed and piloted between 2020 and 2023 in a group of schools in northern Chile. This paper reviews the main rationale, components and preliminary results of this program. It analyzes the program's potential to synergistically address student learning, professional development and collaborative relationships between teachers and pedagogical leaders, and the promotion of interaction within classrooms and schools. It does so by taking into account the urgent need to build societies capable of dialogue and collaboration, considering and valuing the diversity of their members.
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Cassity, Elizabeth, Jennie Chainey, and Debbie Wong. Teacher development multi-year study series. Timor-Leste: Final report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-673-4.
Full textAbstract:
The Australian Government is supporting the Government of Timor-Leste in education through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA supports the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning, particularly in support of its major reform of rolling out and implementing the National Basic Education Curriculum (new curriculum) across schools in Timor-Leste. Under the Teacher Development Multi-Year Study for Timor-Leste (the Study), the Education Analytics Service (EAS) is investigating how ALMA is making a difference to these teaching and learning outcomes. The new curriculum was developed in 2013 as a staged approach for pre-school to grade 6 with a focus on improving literacy and numeracy, as well as reducing student drop out. As presented in this Final Report, there are a number of findings that provide insight into the extent to which teaching practices and student learning outcomes are changing with ALMA’s support of school leaders and teachers and the implementation of the new curriculum. Results from the three years of data collection suggest that the ALMA program has been effective in strengthening elements of teaching quality, curriculum implementation and student learning outcomes.
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Silberstein, Jason. Should Communities Be Managing, Governing or Supporting Schools? A Review Essay on the System Conditions under Which Different Forms of Community Voice Can Improve Student Learning. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/141.
Full textAbstract:
There are many different potential roles that parents and communities can play within education systems. This essay reviews the different ways that parents and communities can exercise their individual and collective voice within local schools. It develops a typology to distinguish between three different forms of voice, and explores the enabling conditions in the wider system that each form of voice requires to improve student learning outcomes. The dominant form of voice in many current education systems is “school management”, which is commonly exercised through school management committees. The essay diagnoses how other parts of the system – the state, the bureaucracy, and teachers - have constrained school committees into playing a limited “school management” role. Because they are generally granted circumscribed responsibilities related to the day-to-day running of the school, school management committees have failed to make consistent, significant improvements to either school accountability or student learning. “School governance” is an alternative, stronger form of voice. “School governance” entails giving parents and community members greater latitude to determine the kind of education offered in local schools, somewhat analogous to how a board sets a vision and is owed justifications against results for major decisions made by an organization’s management. This would necessitate giving school governing bodies greater responsibility over setting the curriculum and choosing school leadership. Furthermore, since parents do not always or necessarily prioritize student learning from among other competing educational goals, focusing “school governance” on learning would also require strengthening the central state’s capacity to fulfill key responsibilities such as setting and measuring progress against learning standards. “School governance” would therefore face steep political and implementation challenges, and would have to be accompanied by parallel, government-led reform to other parts of the education system. The system conditions for parents and communities to play an effective “school governance” role are exacting. “School support” is a more modest but potentially more workable form of voice in many current systems. Where “school management” and “school governance” ask parents and communities to hold local schools accountable, the “school support” paradigm emphasizes actions that individual parents and community members can take in collaboration with teachers to directly support children’s learning. However, there are many cases where more parent and community involvement is not necessarily better. Parents and community members need specific, structured opportunities that complement good teaching in the classroom for “school support” to translate into improved learning outcomes.
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Akhmedjanova, Diana, and Komiljon Karimov. Covid-19’s Effects on Higher Education in Uzbekistan: The Case of Westminster International University in Tashkent. TOSHKENT SHAHRIDAGI XALQARO VESTMINSTER UNIVERSITETI, 2020. https://doi.org/10.70735/azco9450.
Full textAbstract:
Higher education (HE) in Uzbekistan moved to distance learning since the beginning of the pandemic with uneven results. Universities responded with different approaches to ensure safety of their communities and continue teaching and learning, often online. Westminster International University in Tashkent (WIUT) faced considerable challenges with distance learning including access to technology and the Internet, lack of skills for teaching online and understanding how students learn best in the new mode. Only 14% of faculty used this approach before. Based on WIUT’s initial experience, we recommend: Universities and educational leaders analyze the technology, software, and skills of academic staff and students—can they access and feel comfortable with online learning? Use a learning management system (LMS) that will meet the requirements and needs of academic staff and students. Teachers should supplement with other tools or methods as useful. Design and deliver professional development workshops and trainings for academic staff and students for effective online learning and use of technologies.
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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.
Full textAbstract:
Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.