Assessment of School Heads’ Management Practices on Teachers’ Professional Development

Abstract

Teachers’ professional development is crucial for fostering a high-quality educational environment. It equips teachers with the latest pedagogical skills, enhances their knowledge base, and ensures they remain effective in delivering curriculum content. School heads’ management practices for teachers’ professional development are vital for significantly enhancing educational quality and outcomes. Mentoring, facilitating training attendance, and making strategic teacher assignments are all effective management practices that can foster a supportive and growth-oriented environment. This study aimed to assess the school heads’ management practices on the professional development of elementary teachers. The study utilized a descriptive survey method, collecting data from 21 school heads and 186 teachers through a validated researcher-made questionnaire and unstructured interviews. Statistical analysis, including a weighted mean and an independent t-test, was employed to interpret the data. The study revealed that school heads view their management practices in mentoring, training attendance, and teacher assignments as highly effective, whereas they perceive monitoring as moderately effective. However, teachers generally rated these practices as moderately effective, highlighting a discrepancy between the two groups’ perceptions. Significant differences were noted in their perceptions of mentoring, training attendance, and assignments; however, both groups are aligned in their perceptions of the effectiveness of monitoring practices as moderately effective.