Professional development programmes for teachers in the Northern Territory of Australia: enablers and inhibiters for success in two aspirant leadership programmes

Abstract

Professional development programmes for teachers have become an increasing focus in the quest to improve teacher quality. In regional and remote areas of Australia the delivery of professional development programmes can become problematic. This study compares and contrasts the two separate professional development programmes evaluated (Programme A and Programme B), which were focused on aspiring leadership and delivered in the Northern Territory. Findings are presented which identify enablers for success in professional development programmes delivered in remote areas. Programme A and Programme B varied in their levels of success in achieving stated goals. The findings suggest that when professional development is delivered to remotely located teachers, local context and shared experience become critical for success. Local agents and local leaders are shown to be an essential element of successful professional development in context. The results have implications for those developing and delivering professional development programmes to remote locations.