Abstract
Teacher professional development is a common practice used in developed countries. With the ongoing pressure on educators to improve student achievement, teacher continual professional development becomes an obligation for school systems that are committed to improving student achievement. The purpose of this research paper was to find out how important and valued elementary teachers and school administrators find the practice of teacher continual professional development and whether the cost related to the practice can hinder the initiative. This research was conducted in a number of elementary schools in Kinshasa, the Capital of the Democratic Republic of the Congo. The sample (N = 108) was based on the non-probability sampling technique known as convenience sampling from elementary school teachers and principals. The questionnaire was designed based on the literature related to importance of continual teacher professional development and student achievement. Findings were of importance. First, teachers agree on the importance of teacher continual professional development for student achievement. However, they indicate that they do not apply what is recommended. Teachers and principals agree that continual teacher professional development is very important but costly to schools. They also indicate that the cost is not a deterrent to the use of the practice. The result of this study may inform education policy makers and school systems in this country about the necessity to fund projects related to teacher continual professional development if they intend to improve student achievement.
Highlights
This work is part of the perspective of adult education, the in-service training of elementary school teachers
The purpose of this research paper was to find out how important and valued elementary teachers and school administrators find the practice of teacher continual professional development and whether the cost related to the practice can hinder the initiative
What is the impact of in-service training of primary school teachers on student achievement?
Summary
This work is part of the perspective of adult education, the in-service training of elementary school teachers. According to Darling-Hammond, Hyler and Garner (2017), for students to develop mastery of the subjects taught, problem-solving practices, good ways of communication and effective collaboration, teachers need to use more sophisticated forms of teaching These researchers reviewed 35 methodologically rigorous studies that demonstrated a positive link between teacher professional development, teaching practices and student outcomes. They identified the key characteristics that determine the effectiveness of continuing professional development. These key features are necessary and indispensable in order to inform education leaders and policy makers who are constantly looking for best professional development practices to enhance student learning According to these researchers, effective professional development is essential to learning and perfecting the pedagogies needed to teach these skills.
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