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1
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.
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Alexander, Sarah. "The Relationship among Teachers’ Self-Efficacy Beliefs, Student Motivation and Effective Teaching." UMT Education Review 3, no. 2 (2020): 47–64. http://dx.doi.org/10.32350/uer.32.03.
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Teaching children of poor and disadvantaged ethnic communities is always considered a tough job. This study was conducted to ascertain teachers' self-efficacy beliefs about motivating students studying in elementary schools run by an NGO in various districts of Punjab. It was assumed that ethnicity and marginalization influence self-efficacy beliefs, self-motivation, and, ultimately, professional commitment. This assumption was verified by this quantitative study using the survey method. The data was collected through a multistage sampling technique from 400 teachers working in schools for ethnic and poor communities in 8 districts of Punjab. The results show a significant relationship among teachers' perceptions of self-efficacy to motivate students, capacity for self-motivation, and professional commitmentfor effective teaching. A strong positive correlation was found among teachers' self-efficacy beliefs to apply effective teaching strategies to enhance motivation among students. Therefore, school management must focus on the intrinsic motivation of teachers so that they can self-motivate themselves for effective teaching.
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Alexander, Sarah. "The Relationship among Teachers’ Self-Efficacy Beliefs, Student Motivation and Effective Teaching." UMT Education Review 3, no. 2 (2020): 47–64. http://dx.doi.org/10.32350/uer.32.03.
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Teaching children of poor and disadvantaged ethnic communities is always considered a tough job. This study was conducted to ascertain teachers' self-efficacy beliefs about motivating students studying in elementary schools run by an NGO in various districts of Punjab. It was assumed that ethnicity and marginalization influence self-efficacy beliefs, self-motivation, and, ultimately, professional commitment. This assumption was verified by this quantitative study using the survey method. The data was collected through a multistage sampling technique from 400 teachers working in schools for ethnic and poor communities in 8 districts of Punjab. The results show a significant relationship among teachers' perceptions of self-efficacy to motivate students, capacity for self-motivation, and professional commitmentfor effective teaching. A strong positive correlation was found among teachers' self-efficacy beliefs to apply effective teaching strategies to enhance motivation among students. Therefore, school management must focus on the intrinsic motivation of teachers so that they can self-motivate themselves for effective teaching.
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Alexander, Sarah. "The Relationship among Teachers’ Self-Efficacy Beliefs, Student Motivation and Effective Teaching." UMT Education Review 3, no. 2 (2020): 47–64. http://dx.doi.org/10.32350/uer/2020/32/1101.
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Teaching children of poor and disadvantaged ethnic communities is always considered a tough job. This study was conducted to ascertain teachers' self-efficacy beliefs about motivating students studying in elementary schools run by an NGO in various districts of Punjab. It was assumed that ethnicity and marginalization influence self-efficacy beliefs, self-motivation, and, ultimately, professional commitment. This assumption was verified by this quantitative study using the survey method. The data was collected through a multistage sampling technique from 400 teachers working in schools for ethnic and poor communities in 8 districts of Punjab. The results show a significant relationship among teachers' perceptions of self-efficacy to motivate students, capacity for self-motivation, and professional commitmentfor effective teaching. A strong positive correlation was found among teachers' self-efficacy beliefs to apply effective teaching strategies to enhance motivation among students. Therefore, school management must focus on the intrinsic motivation of teachers so that they can self-motivate themselves for effective teaching.
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Chang, Wan-Yu. "Effect of sustainability and ecological knowledge management on knowledge creation and team learning of MICE professional teachers." E3S Web of Conferences 460 (2023): 05029. http://dx.doi.org/10.1051/e3sconf/202346005029.
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In face of the waves of globalization, democratization, and knowledge-based and green sustainable economy, schools and MICE professional teachers, in the 21st century, should break through the independent and closed classroom kingdom in the past but, with open attitudes, have themselves become the managers of sustainability, ecological and professional knowledge learning for the sustainable development of schools. Individual knowledge and experience could be accumulated through sustainability, ecological and professional knowledge management and organizational learning to become organizational knowledge to further improve the movement of schools, promote the quality of education, cultivate excellent talents, and enhance national competitiveness and environmentally friendliness. Aiming at universities in Taiwan, university faculty is distributed 350 copies of questionnaire in this study. Total 287 valid copies are retrieved, with the retrieval rate 82%. The research results show significantly positive effects of 1. sustainability, ecological and professional knowledge management on team learning, 2.team learning on knowledge creation, and 3. sustainability, ecological and professional knowledge management on knowledge creation. Finally, according to the results, suggestions are proposed, expecting to have schools comprehend the importance of MICE professional teachers’ sustainability, ecological and professional knowledge management and further propose effective coping strategies to promote the overall performance.
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Lim, Ritz Anton. "Instructional Leadership of the School Head: A Phenomenological Study." Psychology and Education: A Multidisciplinary Journal 28, no. 4 (2024): 368–83. https://doi.org/10.5281/zenodo.14260581.
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This qualitative study investigated the instructional leadership, teacher-administrator relationships, and professional development strategies of the school heads in promoting the professional development of senior high school teachers. As the field in teaching advances, effective instructional leadership strategies are essential for enhancing teacher efficacy and promoting a culture of continuous professional development. This study explored the experiences of school heads in supporting teachers’ professional development among senior high schools in Baybay City. Utilizing a phenomenological study approach, data were collected through in-depth interviews with nine school heads in the Schools Division of Baybay City. The analysis revealed three key themes: empowered and sustained leadership, similarities, and differences in leadership, and designing a professional development plan. These findings showed that school heads have had in aiding teachers with their professional progress lead through effective leadership strategies in supporting teachers through supervising, monitoring, coaching, and promoting an effective instructional climate. School heads who prioritize collaboration within the school community create a supportive culture where teachers feel encouraged to share ideas and seek peer coaching and mentoring. Also, school heads who provide constructive feedback improve instructional leadership practices and create trust and mutual respect within their organization. The implications of these findings emphasized the need for school heads to implement a more proactive approach in their leadership roles, ensuring that professional development programs are associated with teachers’ specific needs and challenges. By effectively leading professional development, school heads can significantly influence teachers’ growth, leading to develop instructional quality and learner outcomes. In the end, this study contributed to the body of knowledge regarding instructional leadership by emphasizing the importance of supportive and innovative practices that empower senior high school teachers in their professional development careers.
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Boonmak, Thikamporn, Kowat Tesaputa, and Amparn Duangpaeng. "The Ultimate Impacts for Thai Teachers: Teachers Development System in Learning Management." International Education Studies 8, no. 12 (2015): 193. http://dx.doi.org/10.5539/ies.v8n12p193.
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<p class="apa">This research was aimed to 1) study current conditions, problems, and needs of teachers for development and learning management in the extended educational opportunities schools (EEOSs: schools where they extended fundamental education from primary level of six years to lower secondary level of nine years), in Thailand, 2) develop the system of teacher development for the learning management, 3) implement and extend the results of study to other EEOSs. Research methodology was based on research and development approach which divided into three stages as follows: Stage 1) Preliminary study on current conditions, problems, and needs from related literature. The synthesis of related ideas and theories were then validated by the survey on the subjects representing school administrators and academic affairs teachers. Statistics used were percentage, means, and standard deviation. Stage 2) System development for the learning management was validated by nine educational experts. The validity of the system was based on feasibility and content appropriateness. Stage 3) Implementation of the system. The school performed teacher development program according to the procedures described in the manual. There were five research tools used which included: data survey, semi-structure interview, knowledge evaluation, learning management competency evaluation, and satisfaction evaluation. Research finding reported that the teachers needed professional development on professional training, study visit, and internal supervision. The system of teacher development has four main factors: input, process, output, and feedback. Overall, the system was the standard baseline for effective training in the EEOSs and possible to implement in other schools for learning management and student effectiveness.</p>
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Zulfikar, Teuku, Emawati Emawati, and Hidayat Al-Azmi. "Empowering Education: Exploring Teachers’ Classroom Practices in Vocational Schools." Al-Ta lim Journal 27, no. 2 (2020): 127–39. http://dx.doi.org/10.15548/jt.v27i2.628.
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Teaching is indeed a complex provision, which requires teachers being competent in many respects. They should be very knowledgeable in subjects they teach; they should also acquire skills in transferring their subject matters; they need to be skillful in classroom management, and are capable of designing and developing teaching materials. For that reasons, teachers should always engage in professional development to guarantee their best performance. Understanding teachers’ ways of classroom practices is the first step for teachers’ professional development. Therefore, it is timely to conduct a classroom research to explore teachers’ performance, and thus this research explored teachers’ classroom practices in six vocational schools in Aceh. The data was collected mainly through observation of the instructional process in the classroom and in the workshop. The research found several effective attributes of teachers, such as creative, interactive, democratic, intelligent, smart, and well-prepared teachers. The study also identified ‘negative’ teachers’ attributes, such as authoritative, dominated, and withdrawn teachers.
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Mugwaze, Fortunate. "Rethinking Teacher Professional Development in Public Secondary Schools in Zimbabwe." Acitya: Journal of Teaching and Education 7, no. 1 (2025): 57–76. https://doi.org/10.30650/ajte.v7i1.4228.
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Effective professional development practices are instrumental to the performance of schools as teachers play a pivotal role in shaping educational outcomes for learners in any country. In Zimbabwe, economic and social challenges have affected the availability, relevance, and effectiveness of professional development for teachers in public secondary schools. The principals' lack of instructional leadership and poor management skills have exacerbated the situation. Major gaps exist between current practices and strategic goals, highlighting the need for improved professional development. The study is motivated by the urgent need to rethink and redefine professional development in schools in Zimbabwe to improve teacher performance and retention. Situated in the interpretivism paradigm, this qualitative study used semi-structured interviews and document study to gather data. Findings highlight the urgent need for context-specific, continuous, and culturally responsive professional development programmes that address classroom management, discipline, and indigenous knowledge systems. Additionally, the study identifies the need for leadership training, enhanced support systems, and incentives for teacher engagement in professional development. The findings contribute to the broader discourse on human capital development in education, offering practical recommendations for improving professional development in resource-constrained and challenging environments.
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Dibaba, emesgen Yadeta, Abbi Lemma Wedajo, Faith Maina, and Adula Bekele Hunde Kotobe. "Improving Secondary School Mathematics Teachers’ Effective Lesson Implementation through Lesson Study." IAFOR Journal of Education 12, no. 3 (2024): 373–97. https://doi.org/10.22492/ije.12.3.15.
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The main purpose of this study was to explore how engaging in lesson study improves secondary mathematics teachers’ effective lesson implementation to support students’ learning better. The research was conducted in Jimma City, Ethiopia, and employed design-based research with qualitative data collected from two secondary schools and 12 mathematics teachers. A purposive sampling technique was used to select participants. Interviews, observations, and document analysis were the main sources of data. The data were analyzed thematically supported by Atlas-ti qualitative data analysis software. Findings indicated that engaging in lesson study improved mathematics teachers’ effective lesson implementation. LS improved participants’ practice of lesson presentation, use of diverse student-centered teaching methods, assessment, behavior management, instructional aids, time management, and feedback strategies. School leaders’ positive attitudes and teachers’ commitment were found to be supportive, while shortage of time and teachers’ high teaching load were constraints. It would be vital to integrate lesson study into teachers’ school-based professional development programs to improve mathematics teachers’ effective lesson implementation in the study setting. The study suggests further investigation in more secondary schools by incorporating quantitative evidence with larger a sample size.
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Anyanga, Erick, and Jacob Kwaba. "Influence of Teachers’ Professional Training and Development on Students’ Academic Performance in Public Secondary Schools in Ndhiwa Sub-County Homabay County, Kenya." African Journal of Education and Practice 10, no. 3 (2024): 52–62. http://dx.doi.org/10.47604/ajep.2960.
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Purpose: The persistent academic underperformance in public secondary schools in Kenyan rural areas has raised concerns among educators, policymakers, and local communities. The purpose of the study is to evaluate how teacher professional training and development influence academic performance. One of the key factors believed to have contributed to this challenge is the lack of sufficient and effective professional training and development programs for teachers. There is a growing need to examine how teachers' professional training and development influence students' academic outcomes. The problem this study seeks to address is the unclear and under-researched relationship between teachers' professional development and students' academic performance in Ndhiwa Sub-County. Methodology: The study used descriptive research design and 15 public secondary schools, 113 teachers and 522 students were involved in the study as study respondents. The study used document analysis and semi structured questionnaires to collect the quantitative data, which was analyzed through descriptive statistics (frequencies and percentages). Findings: The study reveals that teachers' professional training and development have a significant impact on students' academic performance in public secondary schools in Ndhiwa Sub-County. The findings also indicated that teachers who undergo continuous professional development are better equipped with modern teaching strategies, content knowledge, and student engagement techniques, which in turn positively influence students' academic outcomes. Teachers with higher levels of training and access to ongoing professional development demonstrate improved classroom management, increased use of learner-centered methodologies, and more effective assessment technique. Unique Contribution to Theory, Practice and Policy: From the study findings, the study recommends that schools and educational authorities should develop more structured and regular Continuous Professional Development (CPD) programs that focus on subject-specific training, pedagogical skills, and updated teaching methodologies. This is because the study findings likely indicate that teachers who engage in regular training and development show better performance in student outcomes. The education policy makers should come up with the programs that forge partnerships between secondary schools and local universities or teacher training colleges to provide advanced training opportunities and access to educational research.
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Triegaardt, Dr Paul, and Jean-Pierre Hugo. "THE SUPPORTIVE ROLE OF SCHOOL MANAGEMENT ON THE WORK SATISFACTION OF MALE TEACHERS IN A SOUTH AFRICAN SCHOOL DISTRICT." JOURNAL OF SOCIAL SCIENCE RESEARCH 15 (April 19, 2020): 136–53. http://dx.doi.org/10.24297/jssr.v15i.8604.
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The paper focused on a specific research group (male teachers); firstly because of the shortage of male teachers in South African schools, and secondly, because male teachers are more dissatisfied in their overall work environment than female teachers. This study aimed to investigate, from an educational management perspective, the factors that influence job satisfaction amongst male teachers in schools in a sampled school district in Mpumalanga province. Throughout the study, it became apparent that male teachers are more likely to leave the South African education system than their female counterparts. A quantitative research approach was used to investigate factors affecting job satisfaction amongst male teachers distributing Likert-scale questionnaires amongst male teachers in selected schools in the district. The results of the study provide an outline of the crises that teachers in South Africa schools are facing, while the statistics and information portrayed in this study help to paint a picture of their work environment. A shortage of teachers, increasing learner enrolment and work overload are enough to create a highly stressful profession. Aspects identified as factors that affect job satisfaction amongst male teachers are the professional development of teachers, capacity building of teachers through collaboration and teamwork, effective support systems to teachers by management, workload of teachers, effective leadership of the principal, effective management of learner behaviour, positive work experiences by teachers, emotional distress of teachers and positive feelings towards teaching as a profession.
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Douglas, Gasva PhD. "Educator Sentiments on How Primary School Staff Development Programmes could be Made More Effective: In Quest for Educational Excellence." Sprin Journal of Arts, Humanities and Social Sciences 1, no. 1 (2022): 26–37. https://doi.org/10.5281/zenodo.5837613.
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This study explored the sentiments of educators on how primary school staff development programmes could be made more effective; in pursuit of educational excellence. The case study design within the qualitative research paradigm was adopted. A sample of 42 educators in Zimbabwean primary schools; comprising of 36 teachers and 6 head teachers was used. Focus Group Discussions and Interviews were utilised to generate data. The major findings were that school management should consider teachers’ staff development needs as the major priority and that the relevant ministry should also support staff development programmes in order to promote their effectiveness. Accordingly, the researcher concluded that the efficacy of primary school staff development could be enhanced if all stakeholders would work together in order to ensure their effectiveness while educators should be made to realise the importance of staff development programmes as being part of their professional development.
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Zhang, Jia, Rui Yuan, and Shulin Yu. "What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai." Educational Management Administration & Leadership 45, no. 2 (2016): 219–37. http://dx.doi.org/10.1177/1741143215617945.
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Using qualitative data collected from three high schools in Shanghai, this study explored the barriers to the development of professional learning communities (PLCs) in Chinese schools from the perspectives of school leaders and teachers. Results indicate that the barriers identified by teachers in the development of PLCs include insufficient collaborative time, ineffective school leadership, unfavourable accountability policy, and lack of collaborative professional culture. By contrast, school leaders regard the absence of financial power, passive teachers, an unfavourable accountability system, and shortage of external resources as the major impediments to PLCs. Moreover, both similarities and differences are observed in the perceptions of teachers and school leaders regarding the barriers to PLC development. Practical implications for the effective implementation of PLCs and suggestions for future research are also presented.
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Nicolas, Rizza Marie V., and Joseline M. Santos. "School Administrators’ Technology Management: Paving the Way for Instructional Advancement." International Journal of Research and Innovation in Social Science VIII, no. XII (2024): 421–38. https://doi.org/10.47772/ijriss.2024.8120033.
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Technology integration in education is essential for enhancing instruction, with school administrators playing a key role in its implementation. The technology management of school administrators and teachers and how it affects the instructional advancement of the schools. This will serve as a basis for developing a framework to design an effective technology management for instructional advancement. Using a convergent parallel design, data was gathered through surveys and interviews with administrators and teachers, employing census and purposive sampling techniques. Findings revealed that while schools have adopted technology, challenges persist, particularly in advanced schools. School administrators displayed a positive attitude toward technology but faced obstacles such as insufficient computers and infrastructure. Teachers acknowledged professional development opportunities but cited inadequate equipment, technical support, and connectivity issues as major hindrances. The study identified significant relationships between technology management and technology in schools. To address challenges, a proposed framework emphasizes improving infrastructure, resources, and maintenance.
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Hidalgo, Jazmine. "English Proficiency as a Correlate of Effective Teaching." Psychology and Education: A Multidisciplinary Journal 37, no. 4 (2025): 374–84. https://doi.org/10.70838/pemj.370406.
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This study was conducted to describe the English proficiency, and teaching effectiveness of teachers teaching English in the public secondary schools of the Division of Zambales. Specifically, it examined the teacher respondents’ socio-demographic characteristics, and the relationship among teachers’ level of English proficiency, and teaching effectiveness along pedagogical knowledge, instructional strategy, classroom management and socio-affective skills. Also, implications related to the teaching of English as a second language were drawn. The study utilized the descriptive-correlational method using survey questionnaires. Data were taken from the public secondary schools in the division of Zambales. Results of the study reveal significant relationships among teachers’ English proficiency, and teaching effectiveness. It can be concluded that once teachers have improved the level of their English proficiency, they will be able to teach effectively. Evidence in this study about the relationship among the variables highlights the importance of enhancing and sustaining English proficiency among teachers in the secondary schools. The results of this study illustrate the importance of language proficiency as the foundation of teachers’ ability to teach the language. It is recommended that the school system identify a professional development plan which will improve and sustain teachers’ English proficiency and their level of teaching effectiveness. This can be considered as a means to address issues and problems in language teaching.
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Fadilla, Raisa. "EXPLORING PRE-SERVICE TEACHERS’ PERCEPTION TOWARDS TEACHER PROFESSIONAL DEVELOPMENT." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 3, no. 2 (2020): 49. http://dx.doi.org/10.20527/jetall.v3i2.8753.
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Considering the role of teachers which is uneasy, it is necessary to develop an effective means of supporting and retaining teachers to provide good quality learning environment for students and a supportive work environment for teachers. Based on the urgency of professional development for teachers, pre-service teachers’ perception towards teacher professional development (TPD) becomes prominent to explore. The survey reflects the pre-service teachers’ perception with regard to professional development. The perception covers the most needed topics in TPD and the most needed learning activities which may give high impacts to their knowledge for teaching. This study involves pre-service teachers from English Department Batch 2016 who were taking internship program as English teachers in public or private schools in Banjarmasin.Regarding the pre-service teachers’ perception related to the needed topics, classroom management and knowledge of instructional practices in their subject field are the greatest area of development need followed by knowledge of their main subject and also ICT skills. On the concern of pre-service teachers’ perception related to most needed learning activities of TPD, courses or workshops is recognized as the most beneficial learning activities to improve teachers’ competences.The results of this study are expected to provide the basic thought for the implication for teacher preparation program in the future. Furthermore, the targeted implementation of the findings will give insights on the most needed professional development topics and most preferred learning activities which can be considered by the related institution when conducting teacher preparation program.
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Ahmed, Faraz, and Abdul Kareem Suhag. "Institutional Practices Towards the Continuous Professional Development of Primary School Teachers." Journal of Asian Development Studies 13, no. 1 (2024): 804–19. http://dx.doi.org/10.62345/jads.2024.13.1.67.
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This study explores the role of school academic coordinators and their strategies in continuous professional development (CPD) for teachers. This qualitative research adopts a case study approach to gain deep insights into academic coordinators' strategies and challenges regarding effective CPD. Data for this study is collected through semi-structured online interviews from N=09 primary school coordinators from different campuses of private schools in Karachi using criterion sampling techniques. Thematic analysis was carried out from the transcription to find the themes. The study results revealed that barriers to effective implementation include a lack of interest, insufficient resources, and lack of technical skills among trainers. The findings underscore the importance of effective CPD and its implementation, highlighting challenges and suggesting strategies such as regular pre-job and during-the-job systematically interactive CPD training sessions. This study provides a deep understanding of the CPD model for curriculum developers, school coordinators, school teachers, and school management to elevate the standard of education in their schools by adopting a practical CPD approach.
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Fahd Naveed Kausar, Furrukh Bashir, Altaf Hussain, and Rashid Ahmad. "Effect of Teachers’ Professional Development on Classroom Management at Higher Secondary Level." Critical Review of Social Sciences Studies 2, no. 2 (2024): 1039–49. https://doi.org/10.59075/bmw57r53.
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Since effective pre- and in-service teachers’ professional development (TPD) on classroom management (CM) as an organizational and instructional factor practiced in school classrooms is important in providing adequate practical knowledge on how teachers can prevent, control, and manage student disruptive behaviours in lessons, student conduct in classrooms, and proactively supervise and manage disruptive behaviours to promote positive learning environment and student conduct in classrooms. Effective professional development interventions build teachers’ knowledge and actual use of appropriate and positive classroom expectations, effective behavioral repertoire, and effective instructional practices. Professional development focuses thus on the strengthening of these competencies to assure that plan for dealing with these challenges can be implemented and learners supported in the classroom. The purpose of the study to ascertain the extent of professional development and classroom management, impact and interaction between PD and CM. The population included all higher secondary schools and colleges. Convenience and purposive sampling were used, though, the technique used in the research was multistage sampling. The tools used in the study were questionnaire. Quantitative data was analyzed using arithmetic mean, standard deviation, Pearson’s coefficient of correlation and simple regression analysis. Statistical data analysis was done using Statistical Package for the Social Sciences. The study findings showed teachers’ PD had highly significant effect on CM at higher secondary level.
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Hapsari, Ratna F., Yarsi Efendi, Dinda Nurul Inayati, Desi K. Wulansari, and Rais Hidayat. "Evaluating the Quality of Human Resources in Primary Schools." Pedagonal : Jurnal Ilmiah Pendidikan 9, no. 1 (2025): 41–48. https://doi.org/10.55215/pedagonal.v9i1.30.
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This study aims to analyze human resource (HR) management at a public elementary school in Bogor. Employing a quantitative descriptive method, data was gathered through a questionnaire distributed to 19 respondents, including teachers, the school principal, and administrative staff. The results of the descriptive analysis indicate that the majority of respondents provided positive evaluations of the quality of HR, with the average HR score nearing the maximum level. The research identifies challenges faced in HR management, such as limitations in training programs and a lack of supportive facilities for professional development. These findings offer valuable insights for decision-makers within educational institutions to continually enhance HR quality through effective policies and programs. Overall, the study concludes that effective HR management, alongside ongoing professional development and supportive leadership, significantly contributes to the improvement of teacher quality and the effectiveness of education.
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Petryaeva, E. Y., N. S. Ageeva, Yu I. Sumenkova , and M. N. Fedorovskaya. "The Analytics of Additional Professional Education for Teachers in Pre-Professional Classes in Moscow Schools." Open Education 27, no. 6 (2023): 14–24. http://dx.doi.org/10.21686/1818-4243-2023-6-14-24.
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Purpose of research. Teacher professional development (TPD) is a key issue of education policies globally. The solution of the issue is relevant for teachers of pre-professional classes in Moscow, since it is pre-professional classes that are assigned the role of effective tools for fulfilling the task of developing the innovative economy of the city.The objective of this study was to analyze the data on professional development and professional retraining of teachers in pre-professional classes in Moscow schools and find answers to the following questions:– What is the percentage of teachers engaged in additional professional education?– What is the intensity and dynamics of mastering programmes of additional professional education by teachers?– Where do teachers receive additional professional education?– Do the number of teachers in a school, the school’s ranking, the overall experience of teachers and the length of time of teachers in a given organization influence the additional professional education of teachers?Materials and methods. The study encompassed 2,215 teachers of pre-professional classes of 30 Moscow schools. The research methods included collection of data from the schools’ websites, processing data for statistical analysis, data analysis, and comparative analysis of different school indexes according to the selected parameters. Results. 72.8% of teachers of pre-professional classes were involved in professional development programmes, 21.8% of teachers – professional retraining programmes during the period of their work at school. 24% of teachers are continuously engaged in professional development. Mostly engaged in TPD are teachers who work at schools top-rated by “The Ranking of schools’ contribution to the quality education of Moscow students”. In addition, teachers with professional experience of less than 5 years are very actively engaged in teacher professional development. The number of school staff and prevalence of teachers with long record of service do not influence the scale of TPD engagement at schools. Additional professional education is not limited by the form of ownership, territorial affiliation, or the number of educational organizations in the region, and affects the positive dynamics in the diversification of teacher education, which is an important element of modern educational policy, the advantage of which is to improve the accessibility of education. The data of this research state that teachers were engaged in professional development programmes at 622 various organizations, of which 50.3% are state, and 49.7% - private organizations. Teachers were trained in 67 regions of Russia and 6 countries (the UK, the Netherlands, the Republic of Moldova, Switzerland, Ukraine, Estonia). The list of regions of the Russian Federation with the largest number of organizations in which teachers have mastered programs of additional professional education includes Moscow, the Moscow region, Saint Petersburg, Novosibirsk region, Krasnodar region, the Republic of Tatarstan, Stavropol region and the Udmurt Republic.Conclusion. The data obtained can contribute to the adoption of management decisions on the formation of professional development programs for teachers. The prospect of the study is the analysis of data on the impact of additional professional education of teachers on the educational results of students.
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Yunas, Muhammad. "Dimensions of Principals’ Characteristics for Improving Efficiency of Schools." International Journal for Innovation Education and Research 2, no. 10 (2014): 21–31. http://dx.doi.org/10.31686/ijier.vol2.iss10.244.
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The quality of education could be improved by promoting the internal efficiency of secondary schools, which largely depends on leadership skills of the principals. Principals today function as instructional leaders, who continuously struggle for promoting learning outcomes of pupils, understand curriculum content and instructional skills and motivate teachers to improve these skills by providing them professional and instructional support. Their instructional leaderships could be improved by knowledge of curriculum content and modern teaching methodologies, which promote the internal efficiency of schools. The principals benefit from each other in professional matters and promote collegiality among them. They interact with their colleagues to share knowledge and skills. The experienced principals are good mediators and conflict resolvers. They collaborate with parents and community for improving learning outcomes of students. Administrative competence is important in determining the performance of the best and worst schools. But it is hard to measure it directly. Years of administrative skills and planning are also relevant to competence, but are less likely to be available on any consistent basis and affect the internal efficiency of school. The education level of the principal must ensure that he is an excellent evaluator of the classroom and school objectives. He checks students’ work and gives feedback to teachers after classroom observations. Professional development of principals has an impact on the knowledge, skills and their dispositions. The professional development need of principal is somewhat different from those of teachers and is reflective of the four major categories of development: leadership skills, curriculum related (Instructional, supervision and evaluation) skills, human and financial resource management skills, and knowledge in using departmental rules and regulations. Effective supervision and good governance is affected by number of teachers in a school. Small number of teachers in school ensures close contact between principal and teachers, which makes monitoring and financial accountability more effective, resultantly promotes its efficiency.
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Nguyen, Ngoc Anh. "Evaluation of the Teacher Professional Development Model at Junior High Schools in Hanoi, Vietnam." RESEARCH REVIEW International Journal of Multidisciplinary 9, no. 6 (2024): 19–29. http://dx.doi.org/10.31305/rrijm.2024.v09.n06.003.
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Teacher professional development is an indispensable part of a pedagogical career. In essence, teacher professional development is the process of increasing the adaptability of teachers' professional work. It is a long process and is carried out in a variety of ways. It can be done formally or informally. Although teacher professional development is highly appreciated for its importance and impact on the quality of teachers and student learning outcomes, in reality, these activities are not effective in assessing teacher professional competence and student achievement at junior high schools in Hanoi city. Research results indicate problems with the teacher professional development model at junior high schools in Hanoi including (1) teacher professional development not meeting society's needs; (2) teacher professional development has not become a content that needs to be managed in junior high school management; (3) The role in supporting colleagues' career development is still vague.
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Mohammed, Issah, Fr Dr Thomas Asante, and Noah Ngambe Tilibe. "Measures and Mechanisms for the Realisation of Effective Supervision of Teaching and Learning at Junior High Schools in Krachi Nchumuru." South Asian Research Journal of Humanities and Social Sciences 7, no. 02 (2025): 71–77. https://doi.org/10.36346/sarjhss.2025.v07i02.004.
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The study's purpose was to examine the measures and mechanisms for the realisation of effective supervision of teaching and learning at Junior High Schools in Krachi Nchumuru. The qualitative research approach and the case study design were used. Headteachers and teachers of the junior high schools in Krachi Nchumuru constituted the population of the study. The convenience sampling method was used to select seven (7) head teachers and fourteen (14) teachers, making a sample size of twenty-one (21) participants. Face-to-face in-depth individual interviews were used to gather in-depth information from participants. Permission to conduct the study was sought from the education authorities. Data were collected using tape recording. Each interview lasted for 30 minutes. Collected data were transcribed and later analysed using the thematic analytical method. The findings regarding the measures and mechanisms for the realisation of effective supervision of teaching and learning include teachers exhibiting professional conduct and good relations with supervisors, teachers using effective teaching and assessment practices, supervisors possessing effective supervisory leadership skill sets, the provision of periodic training for supervisors, provision of resources and implementing structured and guided supervision for accountability in schools. Recommendations made include the Ghana Education Service (GES) re-orientating teachers on their professional values and attitudes in improving teaching and learning, school heads and supervision experts creating awareness campaigns on the danger of teachers’ resistance to supervisors' roles in schools, school management teams collaborating with instructional experts to organise in-service training to equip teachers with pedagogical strategies, and inclusive practices, fostering creativity and the application of appropriate assessment methods, the Ghana Education Service working with leadership experts to equip all supervisors with supervisory leadership skill sets and also providing schools and supervisors with all the resources and implementing a structured reward system to recognize outstanding performance in supervision.
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Shittu, Afeez Adeshina. "Teachers’ Quality and Students’ Academic Performance in Osun State Public Senior Secondary Schools, Nigeria." Pedagogik: Jurnal Pendidikan 19, no. 2 (2024): 171–82. http://dx.doi.org/10.33084/pedagogik.v19i2.8347.
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Effective and efficient quality of teachers improves the level of students’ academic performance. This study investigated teachers’ quality and students’ academic performance in Osun State Public Senior Secondary Schools, Nigeria. The objectives of this study were to establish the relationship between teachers’ academic qualifications; teachers’ years of teaching experience; teachers’ professional qualifications and teachers’ exposure to in-service training and students’ academic performance in Osun State Public Senior Secondary Schools. The study adopted a descriptive survey of correlational type. Three hundred respondents were used for the study. Teachers’ Quality Questionnaire” (TQQ) and Students’ Academic Performance Proforma (SAPP) were used for data collection. Five research questions were raised and answered to guide the study's conduct using descriptive statistics of frequency and percentages. Five research hypotheses were formulated and tested using inferential Pearson Product-Moment correlation statistics at 0.05 significance level. Findings showed that teachers’ quality has a positive and significant relationship with students’ academic performance in Osun State Public Secondary Schools, Nigeria. Based on the findings, it was recommended among others that; school management should ensure that teachers yet to register as professionals should be encouraged to do so. This will enable teachers to register with the Teacher Registration Council of Nigeria (TRCN) and be identified as qualified teachers also endeavours to motivate teachers to attend educational conferences to improve their teaching skills to be effective and efficient.
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Muparuri, Piet. "Effectiveness of Performance Appraisal Systems on Teachers’ Professional Development and Growth." Scholars Journal of Arts, Humanities and Social Sciences 9, no. 11 (2021): 583–92. http://dx.doi.org/10.36347/sjahss.2021.v09i11.004.
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They are perceptions that performance appraisal systems are so efficient and effective in improving employees’ performance and upholding accountability to such an extent that various developed countries are practicing them. However, some now question their success in improving employee performance arguing instead that they weigh heavily toward accountability rather than toward the growth and development of teachers and their teaching practices. This paper therefore explores the effectiveness of the performance appraisal systems on teachers’ professional development and growth in ten selected primary schools in Masvingo District of Zimbabwe. The study employed a mixed method approach using both qualitative and quantitative research methods. Data generation was through an interview guide and a questionnaire using purposive sampling. In all, 30 participants comprising 10 heads of schools and 20 teachers took part in the study. Findings from this study reveal that teachers resent their performance appraisal system because they do not get any value from it. They view it, as an instrument required more by their employer who uses it for accountability purposes in selecting eligible teachers for promotion to deputy head or headship posts. Findings also confirm how the performance appraisal system seemingly fails to contribute to the growth and development of teachers or their teaching practices. School heads are not effective and efficient in implementing the system. These findings suggest that the current performance appraisal system in primary schools is for accountability purposes on the part of the employer and does not in any way address the weaknesses noted on the part of the employee through training and development.
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Dela Peña, Raigel. "Management Practices of School Heads on School Performance and Career Growth of Teachers in Geographically Isolated and Disadvantaged Areas (GIDA) Schools." International Journal of Open-access, Interdisciplinary and New Educational Discoveries of ETCOR Educational Research Center (iJOINED ETCOR) 4, no. 2 (2025): 65–73. https://doi.org/10.63498/nxz2st255.
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Abstract Aim: This study examined the management practices of school heads in geographically isolated and disadvantaged areas (GIDA) schools and their relationship with school performance and teachers’ career growth in the Tboli West District for the School Year 2024-2025. Methodology: Using a quantitative descriptive-correlational research design, the study involved 13 school administrators and 110 elementary and secondary school teachers. Results: Findings reveal that school heads demonstrated moderate levels of management practices, with resource management receiving the highest rating, followed by monitoring, supervision, leadership, and training and development. Teachers also experienced moderate career growth, particularly in professional development, awards, and recognition, though promotion and reassignment opportunities were slightly lower. Regarding school performance, dropout, retention, and participation rates were rated very high, ensuring student engagement, while enrollment rate was categorized as average, indicating challenges in attracting new students. Conclusion: Findings revealed that school heads demonstrated moderate levels of management practices, with resource management receiving the highest rating, followed by monitoring, supervision, leadership, and training and development. Teachers also experienced moderate career growth, particularly in professional development, awards, and recognition, though promotion and reassignment opportunities were slightly lower. Regarding school performance, dropout, retention, and participation rates were rated very high, ensuring student engagement, while enrollment rate was categorized as average, indicating challenges in attracting new students. A strong positive correlation was found between management practices and school performance (r = .789, p < .002), underscoring the impact of effective management on educational outcomes. However, the correlation between management practices and teachers' career growth was very strong (r = 0.979, p < .001), indicating that effective management practices support professional development, recognition and promotion opportunities for teachers. Keywords: school management, GIDA schools, school performance, career growth, teacher development
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Dassan Gwajekera, Fidel, and Joel Matiku Joshua. "Effectiveness of professional suitability scale in assessing teaching suitability among primary school teachers in Tanzania." African Journal of Teacher Education 13, no. 1 (2024): 28–49. http://dx.doi.org/10.21083/ajote.v13i1.7665.
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This study intended to evaluate effectiveness of professional suitability scale (PSS) in assessing primary school teachers’ suitability for teaching profession in Tanzania in an attempt to address the challenges of professional unsuitability among teachers in Tanzania. Specific objectives of this study were to explore the structure, validity and reliability of PSS in assessing the professional suitability among primary school teachers, to examine effectiveness of PSS in measuring differences in professional suitability among teachers by region and to examine the effectiveness of PSS in measuring differences in professional suitability between teachers in private schools and government schools. Data were collected among 365 primary school teachers using 26 items of the PSS. Principle Component Analysis (PCA) revealed that PSS is a valid four-factor scale comprised of social, practical, personal, and ethical suitability. It was also found out that PSS is a reliable tool with an internal consistency of Cronbach’s alpha coefficient of α =.79. Results further revealed no significant difference in professional suitability by region but found out significant difference in professional suitability with school ownership and school performance category (Low versus High Performing Schools). It was concluded that although PSS is an effective tool for measuring professional suitability among teachers, the difference in school performance by region or ownership can just partly be explained by teachers’ professional suitability. It was recommended that PSS may assist employers in assessing their employees’ suitability for teaching and that future studies may undertake a validation study for further improvement of the PSS.
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Iqbal, Zafar, Muhammad Shakir, and Safura Fatima. "Comparative Analysis of Quality Teaching and Management Practices in Pre-PSSP and Post-PSSP in District Lodhran, Punjab." Global Educational Studies Review VIII, no. II (2023): 43–51. http://dx.doi.org/10.31703/gesr.2023(viii-ii).05.
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The Punjab Education Sector Reform Program (PSSP) was implemented in 2012 to improve the quality of education in public schools in Punjab, Pakistan. This study aims to compare the quality of teaching and management practices in public schools in Lodhran before and after the implementation of PSSP. The nature of the study was descriptive, while a survey was used to gather information from 250 PSSP school teachers out of 14 schools in Lodhran. The results showed significant improvements in the quality of teaching and management practices after implementing PSSP. Teachers reported feeling more supported and better equipped to teach, with increased access to professional development opportunities and teaching resources. School principals reported improved management practices, including better financial management, effective leadership, and accountability. The findings suggest that PSSP has positively impacted the quality of teaching and management practices in public schools in Lodhran.
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Zahiq, Moh. "Manajemen Kepala Sekolah sebagai Upaya Peningkatan Profesionalisme Guru." Al-Idaroh: Jurnal Studi Manajemen Pendidikan Islam 6, no. 1 (2022): 113–26. http://dx.doi.org/10.54437/alidaroh.v6i1.398.
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The world of education from time to time began to experience rapid development, therefore, to manage and develop education in schools requires management knowledge and a leader/head, therefore the principal is in charge of improving the education system so that education is more efficient and effective. And the principal serves as a supervisor, as a manager, as an educator, and as an entrepreneurship developer, in carrying out his duties the principal needs teaching staff who have different logic, personality, social, and professional potential. Professional teachers have personal, social, intellectual, moral, and spiritual responsibilities, and can carry out their duties as teachers. Professional teachers have adequate professional education qualifications, have abilities following their fields. because management science is one of the most important aspects in managing an institution or agency, including educational institutions.
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Arendse, Brandon, Heather Nadia Phillips, and Zayd Waghid. "Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performance." Perspectives in Education 42, no. 4 (2024): 305–19. https://doi.org/10.38140/pie.v42i4.7044.
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Principals and school management teams are expected to provide unwavering leadership and professional and sustainable support to create opportunities for teachers and themselves to develop professionally. Currently, the lack of teacher content knowledge, low rates of motivation and accountability are key challenges resulting in the low-quality education systems in South Africa. Management teams perceive their roles to be managerial and administrative and detracts from leading teaching and learning and curriculum coverage. Furthermore, there are few systems to hold principals and teachers accountable for the academic performance of learners. This makes school leadership’s role inimitable with regard to creating a learning environment for teachers where they realise the value professional development has for the effective management of schools as well as improved learner performance. Fullan’s (2002) theory: “leadership in a culture of change” purports that school leadership has the responsibility to transform schools through collaborative efforts, working towards creating change as education evolves preparing for 21st century teaching and learning. This interpretive, qualitative study explores how principals and school management teams lead professional development in public schools in order to improve learner performance. Two principals and their management teams were purposively sampled. Data was collected through semi-structured and focus group interviews and was inductively analysed. The results show evidence of the importance of school leadership understanding the value of managing and leading development in order to attain organisational goals. Continuously capacitating teachers improved teaching and learning and ultimately improved learner performance.
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WANG NUO. "Climate of Change, Teacher Attributes and Readiness for Change in Selected Schools in China." British Journal of Teacher Education and Pedagogy 4, no. 2 (2025): 01–09. https://doi.org/10.32996/bjtep.2025.4.2.1.
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This study aimed to determine the School Climate in selected schools in China, focusing on teachers' self-efficacy and professional satisfaction. The research used descriptive-correlational and correlation methods to analyze the school climate in terms of professional development, evaluation feedback, and participation in decision-making. The findings showed that respondents had a positive perception of teachers' pedagogical skills, high perception of the school climate towards evaluation feedback, and high perception of the school climate towards decision-making. The study also revealed that teachers' satisfaction should be continually enhanced by school authorities, who should practice effective management principles, maintain good communication, and pay attention to the development of school infrastructure. Fair evaluation of teachers' performance, skills, and qualifications, as well as fair promotion policies, should be based on fair promotion policies. Additionally, the school authority should create opportunities for continuous professional development training to increase self-confidence and teaching quality.
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Hakim, Lukman. "Optimalisasi Manajemen Kinerja Dalam Meningkatkan Kompetensi Professional Guru: Strategi Dan Tantangan." Global Education Journal 1, no. 2 (2023): 359–70. http://dx.doi.org/10.59525/gej.v1i2.270.
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The main target in preparing this work is to find out effective performance management strategies in developing teacher professional competence and the main challenges faced by teachers in implementing optimal performance management. This research uses descriptive qualitative methods to understand strategies and challenges in teacher performance management at MTs Nurul Jadid Probolinggo. Data was obtained through interviews, observations and document analysis, then analyzed to identify effective strategies and challenges that need to be overcome. The results of this work are a) At MTs Nurul Jadid Probolinggo, a teacher performance management strategy based on Total Quality Management (TQM) has been implemented, including the development of individual lesson plans, training, and a quality-oriented approach, which is supported by the use of Bloom's taxonomy and teacher professionalism. The impact is increased teacher competence and better student achievement. b) The main challenges for teachers at MTs Nurul Jadid Probolinggo in implementing optimal performance management include limited resources, lack of understanding, and low motivation. Using Total Quality Management (TQM) and Bloom's taxonomy, as well as increasing professionalism and support from schools, can help teachers overcome these challenges and improve the quality of teaching.
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Jaribu, Amry, and Prospery M. Mwila. "Contribution of Classroom Management Strategies on Teaching Effectiveness: A Case of Secondary Schools in Temeke Municipality in Tanzania." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 4914–21. http://dx.doi.org/10.47772/ijriss.2024.803363s.
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This study examines the impact of classroom management strategies on teaching effectiveness in secondary schools in Temeke Municipality, using a quantitative approach and cross-sectional design. Data from 99 respondents, including students, teachers, heads of schools, and Ward education officers, were collected through questionnaires and interviews. The findings reveal that various classroom management strategies are used, some more prevalent than others, and these strategies contribute to a positive classroom atmosphere, better interpersonal relationships, reduced disruptive behavior, and optimized instructional time. The study concludes that prioritizing effective classroom management strategies, such as establishing rules, organizing classrooms, issuing verbal warnings, engaging students, providing positive reinforcement, and managing time efficiently, can enhance teaching effectiveness. Recommendations include professional development for teachers, the formulation of supportive policies promoting evidence-based, student-centered approaches, and comprehensive training in teacher colleges. Encouraging collaboration and sharing best practices among teachers through professional learning communities and mentorship programs is also advised to foster continuous improvement.
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Elie, Hategekimana, and Hebson Opiyo Andala. "EFFECT OF CONTINUOUS PROFESSIONAL DEVELOPMENT ON STUDENTS ACADEMIC PERFORMANCE IN NINE YEARS BASIC EDUCATION SCHOOLS OF RWANDAA CASE OF NYARUGURU DISTRICT." International Journal of Advanced Research 12, no. 07 (2024): 423–36. http://dx.doi.org/10.21474/ijar01/19071.
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Background: This study investigated the effect of continuous professional development on students Academic performance in nine-year basic education schools in Nyaruguru district, Rwanda. The specific objectives were to identify continuous professional development Programmes practiced in nine years basic education in Rwandan schools, to analyze the students academic performance due to continuous professional development in Rwandan schools and to assess the influence of continuous professional development on students performance in nine-year basic education schools in Rwanda. This study is useful to all stakeholders in education sector such as public institutions, decision makers, district authorities, head teachers, teachers, learners and scholars. The researcher applied a descriptive correlational study, targeting 5 head teachers, 150 teachers and 88 School based mentors. This study selected respondents and key informants purposively and randomly. A study sample of 243 respondents was obtained by use of Yamanes formula. Materials and Methods: Information was analyzed using statistical package for social sciences version 26.0 to generate descriptive statistics in terms of frequency, percentage, mean and standard deviation. Inferential statistics were produced in terms of correlation and regression coefficient for determining size effect between variables. Results:English proficiency factors indicated that 79.2% strongly agree that Educational document preparation, and 82.6% strongly agreed that Teaching techniques, 79.9% strongly agreed that Course content, 77.2% strongly agreed that Classroom management show continuous professional development Programmes in Nyaruguru District, Rwanda, Results on the students academic performance 79.4% strongly agreed that improved academic performance, 82.6% Strongly agreed that high national examination. Additionally, 77.9% Strongly agreed that improved personality development 68.5%. Strongly agreed that improved personal development, 78.5% strongly agreed that improved academic performance indicates student academic performance. Results from objective three reveal a strong positive correlation between academic performance improvement, educational document preparation, teaching techniques, course content, and slow learners treatment, suggesting effective policies and professional development time, and that they were positively and statistically correlated since most of their levels of significance were greater than 0.05 in association. Conclusion: It is advised that the Ministry of Education and the REB (Rwanda Education Board) develop effective policies and devote adequate time for CPD in schools. They should also organize school principals to enhance CPD practice. To offer effective, ongoing professional support for teachers, it is strongly suggested that certified CPD facilitators be recruited and principals skilled in educational leadership and management be hired throughout all secondary schools across different districts. Relevant professional training programs should be developed in response to the unique training requirements of professors. To do this, competent authorities at all levels must pay close attention to this issue. To improve their abilities, school principals should emphasize CPD and actively involve themselves in peer learning. There is a need to carry out a research on The study recommends more research into the effects of continuous profession development on teachers performance in teaching career.
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Sudiarti, Nani, and Fried Sinlae. "The Effect Of Servant Leadership, Compensation, Motivation, And Professional Development On Performance Among Private Vocational High School Teachers." International Journal of Advanced Multidisciplinary 2, no. 3 (2023): 703–8. http://dx.doi.org/10.38035/ijam.v2i3.358.
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This study aims to examine the effect of servant leadership, compensation, motivation, and professional development on performance among teachers in private vocational high schools. The research method used was a survey by distributing questionnaires to teachers in some private vocational high schools in various regions. The results of the study indicate that servant leadership has a positive and significant effect on performance. Compensation also contributes positively to teacher performance, demonstrating that financial rewards can motivate them. Teacher motivation also has a positive effect on teacher performance. Furthermore, teacher professional development has a positive impact on performance, highlighting the importance of investments in improving teacher qualifications and skills. The findings of this study offer valuable insights for the management of private vocational high schools in enhancing teacher performance through the implementation of servant leadership, improving compensation, increasing motivation, and enhancing professional development. This step can help create a more effective learning environment and positively impact the quality of education in private vocational high schools.
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Waiswa, Richard, Gyaviira Musoke Genza, Anthony Muwagga Mugagga, and Nicholas Itaaga. "Exploring the Philosophy Behind Teachers’ Classroom Management Practices in Secondary Schools in Kayunga District, Uganda." East African Journal of Arts and Social Sciences 8, no. 2 (2025): 410–26. https://doi.org/10.37284/eajass.8.2.3155.
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There is a common prevalence of open-ended classroom management practices among teachers today which leaves many education stakeholders suspicious of such actions. Due to such unprecedented prevalence, this study explored the philosophy behind teachers' classroom management practices in view of enhancing effective teaching and learning in Uganda. While conducting the study, teachers' classroom management practices were conceptualized as controlling students’ behaviour and classroom space, the philosophy behind these practices was conceptualized as teachers’ beliefs on the reality about students' learning, the nature and sources of valuable knowledge, and the values they aim to instil in students. Danielson’s 1996 framework for effective teaching model informed this qualitative descriptive tripartite case study, underpinned by the interpretivist paradigm. Nine teachers from three schools (three from each school) in Kayunga district, participated in this study. Data was collected from the teachers, their Headteachers, directors of studies and students. The findings revealed that the philosophy behind teachers’ classroom management practices is a blend of pragmatism and essentialism. This is reflected in teachers tailoring their management approaches to their understanding of how students learn best, while also adhering to curriculum demands and stakeholder expectations. The study recommends that the Ministry of Education and Sports should design and implement a professional development program through its teacher training institutions to help teachers balance student-centred management with curriculum demands
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COSME, CARMELYNE C. "Approaches and Performance of Teachers in Upper Schools of Pudtol District, Philippines." Asian Journal of Education and Social Studies 51, no. 3 (2025): 117–31. https://doi.org/10.9734/ajess/2025/v51i31813.
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This study examines the relationship between classroom management approaches and the teaching performance of elementary school teachers in the Upper Schools of Pudtol District, Philippines. Specifically, it investigates teachers' profiles, their self-assessment and students’ perceptions of their classroom management, and the impact of these approaches on teaching performance. A descriptive research method was employed, with data gathered through questionnaires and classroom observations. The study involved 24 teacher-respondents and 135 Grades 4, 5, and 6 pupils across eight public elementary schools. Teaching performance data were collected from school years 2021-2022, 2022-2023, and 2023-2024. Statistical tools such as frequency counts, percentages, means, and t-tests were used for data analysis. Findings indicate significant differences in the perceptions of teachers and students regarding classroom management approaches and their correlation with teaching performance. The study recommends that teachers continuously evaluate their management strategies and adapt them to improve instructional effectiveness. School administrators are encouraged to implement professional development programs focused on effective classroom management techniques.
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Ma., Lourdes Ponelas Arabit. "Implementation of School-Based Management of School Administrators and Teachers-Directed Instructional Practices in Selected Public Schools in Rizal." International Journal of Social Science and Human Research 07, no. 06 (2024): 4085–87. https://doi.org/10.5281/zenodo.11906989.
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This study investigates the level of implementation of School-Based Management (SBM) practices among school administrators and evaluates the instructional practices of teachers. The research was conducted using a mixed-methods approach, combining quantitative data from surveys and qualitative insights from interviews. The respondents included school administrators and teachers from various educational institutions. The study's findings reveal that the implementation of SBM practices is highly effective, with curriculum and instructional management, human resource management, financial planning and budgeting, facilities management, and community engagement all being rated as highly implemented. The overall mean score for SBM implementation was 3.688, indicating a strong adherence to SBM principles across the board. The highest-rated individual practices included the provision of professional development opportunities, efficient financial resource allocation, and the establishment of clear safety protocols. In assessing instructional practices, teachers reported a high level of practice in areas such as dissemination of content, procedural instruction, practice and repetition, teacher monitoring and assistance, and focus on procedural fluency. The overall mean score for instructional practices was 3.608, highlighting a generally effective teaching environment. However, performance orientation was identified as an area needing improvement, with a mean score of 3.380. The study also explored differences in SBM implementation and instructional practices based on demographic variables such as sex, age, years in service, and highest educational attainment. The results indicated no significant differences in SBM implementation across these variables, suggesting consistent application of SBM practices. However, there were notable differences in instructional practices based on years in service and highest educational attainment, with less experienced teachers and those with bachelor's degrees placing greater emphasis on procedural fluency. The study concludes with a comprehensive SBM Educational Model designed to enhance school management and instructional practices. The model integrates the highest-ranked indicators from the study, emphasizing continuous improvement, professional development, community engagement, and effective resource management. This model provides a structured framework for schools to implement SBM practices more effectively, ultimately leading to improved educational outcomes for students.
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Hu, Yiyun, Xiaoli Jing, and Yaqing Yang. "Factors Impacting the Sustainable Development of Professional Learning Communities in Interdisciplinary Subjects in Chinese K-12 Schools: A Case Study." Sustainability 14, no. 21 (2022): 13847. http://dx.doi.org/10.3390/su142113847.
Full textAbstract:
Professional learning communities are recognized as one of the most effective approaches for promoting the professional development of teachers. In the current complex and rapidly changing era, to facilitate the implementation of interdisciplinary curricula, Chinese schools have made tremendous efforts to enhance teacher professional development, particularly by establishing professional learning communities. Aiming to understand the operation of professional learning communities in interdisciplinary subjects in Chinese K-12 schools and to examine factors impacting the sustainable development of these professional learning communities, we conducted a case study on professional learning communities in the interdisciplinary subject of Education for International Understanding in Chengdu Horsens Primary School. As part of this study, we interviewed the principal, course director, seed teachers and teachers participating in the selected case. The research results demonstrated that the major factors impacting the sustainable development of professional learning communities in interdisciplinary subjects in Chinese K-12 schools include school structures and policies, school leadership, teachers’ professionalism and learning capacity and their sense of community. In addition, compared to traditional subject-based professional learning communities in China, professional learning communities in interdisciplinary subjects highlight a sense of community, which presents three distinctive features: a conflict-inclusive atmosphere, the coexistence of individual and shared visions and an emotional bonding identity. These three features also have a considerable impact on the sustainable development of professional learning communities in interdisciplinary subjects in Chinese K-12 schools.
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МАТВЕЕВА, Елена Фёдоровна. "Профессиональные обучающиеся сообщества в системе непрерывного профессионального развития учителей в России и Сингапуре". Известия Восточного института 47, № 3 (2020): 59–69. http://dx.doi.org/10.24866/2542-1611/2020-3/59-69.
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В статье поднимается проблема управления профессиональным развитием учителя в России и в Сингапуре; освещается опыт непрерывного повышения квалификации педагога в Сингапуре посредством создания профессиональных обучающихся сообществ; раскрываются особенности организации работы сингапурских профессиональных обучающихся сообществ в школах, принципы их функционирования. В сравнительном ключе актуализируются вопросы развития профессионализма педагога в России, опыт региональных практик повышении квалификации педагогов, неформального объединения педагогов, инновационных практик дополнительного профессионального образования. В итоге сравнительного анализа делается вывод о том, что опыт Сингапура по созданию и развитию системы непрерывного повышения профессионализма учителя через профессиональные обучающиеся сообщества может заслуживать более пристального внимания со стороны, как учёных-теоретиков, так и учителей-практиков и управленцев школ в России. The article touches upon the issue of management of teacher professional development in Russia and Singapore. The author refers to the experience of organization of teacher continual professional development through professional learning communities in Singaporean schools as one of the most effective in the world. The paper provides insight into their work organization and principles of operation, as well as describes the history of their development. The phases of teachers’ participation in professional learning communities in Singaporean schools are viewed within the present studies. Concurrently, the issues of teacher professional development in Russia, the emerging experience of teacher qualifications upgrading in regional practices and informal teacher communities, innovative practices of teacher complementary professional education are updated in a comparative manner. The author reveals some difficulties and achievements in this area. In the end of the comparative analysis it is stated that the experience achieved by Singapore in creating a highly effective system of teacher professional learning communities needs a more focused attention from academics, as well as from practicing teachers and school managers.