Comprehensive Professional Development Research Articles

Leadership Training for Teachers and Students’ Classroom Performance in China

This study investigates the impact of leadership training on teachers' classroom performance and student achievement in the context of Chinese schools. The research aims to address the gap in understanding the specific effects of leadership training on teaching practices and classroom dynamics in China. Drawing upon Transformational Leadership Theory and Social Cognitive Theory, the study explores how leadership training can inspire and motivate teachers, enhance instructional quality, and foster student success. The research indicates that while educational reforms in China have emphasized the professional development of teachers, including leadership training, there is limited empirical evidence on the effectiveness of such programs. The study finds that transformational leadership practices are increasingly prevalent, with positive effects on school culture and teacher motivation. However, challenges persist, such as the gap between theoretical training and practical application, which can hinder the effective implementation of leadership training programs. The study highlights the importance of comprehensive professional development programs that align with teachers' experiences and involve active learning. It also underscores the need for targeted and practical leadership training that directly addresses classroom challenges and enhances teachers' self-efficacy. By examining the impact of leadership training on teaching practices and student performance in Shaanxi province, China, the research provides valuable insights for educators and policymakers. The findings suggest that effective leadership training can significantly contribute to the enhancement of educational quality and student achievement in China.

From problem-crumbling to innovation: The design of a comprehensive professional development training programme to enhance creative competence among TEFL educators

This paper explores creativity in English language teaching through a multiple-case study action research-based continuous professional development (CPD) training programme. It introduces a professional creativity framework for EFL teachers, fostering pedagogical innovation through a blended course delivery. The study, involving seven EFL (English as a Foreign language) teachers, employs a triangulation of methods and data sources, including action research, surveys, Think Aloud Protocol (TAP), reflective diaries, and semi-structured interviews. The research sample consists of primary and secondary EFL teachers. The CPD training integrates creativity into English lessons, enhancing professional creativity for EFL teachers. The findings shed light on the relationship between professional development and creative endeavours, highlighting the need for interventions to boost self-awareness and self-efficacy among TEFL teachers. The study underlines the significance of individual and group tasks, reflective practice, and technology-enabled communities of practice. Additionally, it offers a descriptive overview of diverse TEFL teacher creativity profiles, contributing to understanding this specific creativity domain and suggesting avenues for future research.

Fostering inclusivity: Transforming South African school music programmes through the dalcroze approach

This article explores the transformative potential of the Dalcroze Approach in South African school music programs, with a focus on fostering cultural inclusivity. Employing a qualitative research methodology grounded in content analysis, the study systematically examines diverse sources, including archival materials, books, and peer-reviewed journal articles. The triangulation method enhances the robustness of data by cross-referencing information from platforms like Google Scholar, JSTOR, ResearchGate, and university repositories. The Dalcroze Approach, rooted in holistic and embodied learning experiences, emerges as a transformative pedagogy with the capacity to address historical disparities and celebrate South Africa's diverse musical traditions. Findings indicate a compelling alignment between the approach and inclusivity goals, emphasising the adaptability of the Dalcroze principles to the nation's cultural tapestry. The findings of this article reveal that educators, administrators, and students play pivotal roles in shaping the success of implementing the Dalcroze Approach. Educators witness positive impacts on student engagement and creativity, administrators recognise its strategic value, and students experience a transformative shift in their music learning journey. In conclusion, this article advocates for comprehensive professional development programs, collaboration with curriculum developers, and ongoing research initiatives to ensure the sustained integration of the Dalcroze Approach. By embracing this transformative pedagogy, South African music education can evolve into a more inclusive and culturally responsive domain, reflecting the nation's rich musical heritage.

Integration of displaced students into the culturally and linguistically different school environment

AbstractThe rapid increase in the number of refugees arriving in the last decade and the discussion about the integration of Syrian refugees into Turkish society has received special attention. As an important tool of socialisation in childhood, the educational system and school environment need to be structured using refugee‐friendly and equity‐based methods to meet the needs and expectations of refugee children. Based on the perceptions of school leaders and teachers, this study attempts to understand the challenges faced by Syrian refugee students during their integration into the school environment in Turkey and explore the practices of educators in meeting these challenges. A phenomenological qualitative design explored educators' beliefs, thoughts and experiences regarding the education of Syrian refugee children in Turkish schools. Participants of this research were 21 educators including 4 principals, 3 assistant principals, and 14 teachers working in primary and secondary schools with Syrian refugee students. The results show that Syrian refugee students in Turkey encounter various challenges as they adjust socio‐culturally, psychologically, and academically within the school setting. Although some of the teachers apply culturally relevant methodologies unconsciously, there is a gap in professional training on this. Educators declare the need for more practical and inclusive approaches despite the efforts by the Ministry of National Education. Hence, this study suggests the necessity of targeted training programmes because the purpose is to better equip teachers with effective strategies of integration. Thus, it is recommended that gradual language education and mutual cultural activities are widely applied to make refugee students feel more comfortable and to successfully improve their academic achievement. Context and implications Rationale for the study This research is motivated by the precarious situation of Syrian refugee students residing in Turkey. Why the new findings matter The new findings underline large gaps in culturally responsive pedagogy among educators and call forth the need for all‐round, hands‐on training programmes to better facilitate the academic and socio‐cultural integration of refugee children. The findings also reveal a gap in the familiarity and application of culturally responsive pedagogy among educators, pointing to a need for professional development in this area. Implications for practitioners, researchers and policy makers This paper, therefore, calls for the practical training of practitioners in culturally responsive pedagogy to become more supportive of their refugee students. A call is sent out to the framers of the educational policies, which incorporates comprehensive professional development along with inclusive education policies that address the requirements of refugee children. Building on these findings, researchers might explore systems, strategies, and interventions to effectively integrate displaced students into the classroom. The study thus requires collaborative efforts in the creation of supportive school environments that juxtapose socio‐cultural and academic success for quality education among refugee students.

Assessment Of Nigerian Teacher Educators On Professional Development Needs For Effective Integration Of Large Language Models In Teaching And Learning

This study investigates the of Nigerian teacher educators’ perception of professional development needs for effective integration of large language models (LLMs') in teaching practice. Four specific research questions guided the study, and one hypothesis was tested. The population comprised teacher educators from Michael Okpara University of Agriculture, Umudike (MOUAU), and Alvan Ikoku Federal University of Education (AIFUE). Data were collected using a structured questionnaire, which was validated and tested for reliability using Cronbach's alpha, yielding a reliability coefficient of 0.89. Descriptive statistics, including mean and standard deviation, were used to analyze the data. The major findings indicate a generally positive perception of LLMs' benefits among Nigerian teacher educators, though significant gaps in knowledge and skills were identified, necessitating comprehensive professional development. One key recommendation is to implement continuous, context-specific professional development programmes that include hands-on workshops and collaborative learning opportunities. Assessment, Nigerian teacher educators, perception, professional development needs, effective I ntegration, large language models, teaching practice

Evolving K-12 Digital Education: Enhancing Flexibility and Access through Online Learning and Virtual Programs

Background and Aims: Evolving K-12 digital education is critical because it increases flexibility, accessibility, and personalization, addressing diverse student needs and broadening learning opportunities. This evolution is critical for responding to technological advancements and preparing students for a digital future. This paper investigates the Evolving K-12 Digital Education: Enhancing Flexibility and Access through Online Learning and Virtual Programs. Methodology: The methodology for this review article is a systematic synthesis of existing literature on K-12 digital education, with a focus on online learning and virtual programs. It entails selecting and analyzing relevant studies to evaluate trends, benefits, and challenges, resulting in a comprehensive overview of how digital education improves flexibility, accessibility, and personalization. This approach is intended to provide valuable insights into the current state and future directions of digital learning. Results: the finding found that the incorporation of digital technology into K-12 education has significantly increased flexibility, accessibility, and personalized learning, it has also introduced new challenges such as the digital divide and difficulties in adapting to virtual settings. To fully reap the benefits of digital education, ongoing efforts must be made to address these challenges through equitable access, robust support systems, and comprehensive professional development for educators. The ongoing evolution of digital education promises to further transform learning experiences, assuming that these issues are effectively addressed. Conclusion: The incorporation of digital technology into K-12 education has greatly improved flexibility, accessibility, and personalization while also introducing new challenges such as the digital divide and adaptation difficulties. To fully realize these benefits, ongoing efforts are required to ensure equitable access, strong support systems, and comprehensive professional development for educators, paving the way for future advancements in digital learning.

Conceptualising Intercultural Literacy: Narratives from English Language Teachers

This current study investigates how English language teachers in Indonesian higher educational institutions define and conceptualize intercultural literacy and practice it in their classrooms. Eight ELT practitioners were interviewed through narrative inquiry, and the data was analyzed using thematic analysis to explore their lived conceptualizations. The findings suggest three major themes on intercultural literacy, including conceptualization of intercultural literacy, implementation in professional practice, challenges in fostering intercultural understanding, and strategies to overcome these challenges. Teachers defined intercultural literacy as encompassing cultural understanding, adaptability, comparative analysis, and professional knowledge. They integrated it into their teaching through curriculum design, student-centered methods, and digital tools. This was done by weaving these into the curriculum design and retraining pedagogy with student-centric methods and other digital tools. However, the participants mentioned that they faced some obstacles, including institutional barriers, limited funding, and the difficulties of switching from the traditional to the newest teaching method. These issues were mitigated by professional development, collaboration, and inclusive instructional materials. The current research finding indicates the importance of comprehensive professional development and institutional support for teachers in developing intercultural competence in their students. These findings contribute to intercultural literacy in Indonesia and practical recommendations for improving it within Indonesian higher education. The finding highlights the how to prepare students for a globalized world through intercultural literacy and educator support.

Adaptive Learning Models for Diverse Classrooms: Enhancing Educational Equity

This review paper explores the transformative potential of adaptive learning models in promoting educational equity. Adaptive learning systems leverage advanced algorithms and digital tools to provide personalized instruction tailored to individual student needs, enhancing academic outcomes and fostering greater engagement and confidence. The theoretical foundation of adaptive learning aligns with constructivist and socio-cultural theories, emphasizing the importance of personalized and differentiated instruction. Evidence suggests adaptive learning improves academic performance among diverse and underserved student populations. However, significant barriers to implementation persist, including technological, financial, and pedagogical challenges, as well as ethical considerations related to data privacy and algorithmic fairness. The paper highlights the implications of these findings for educational policy and classroom practice, advocating for equitable access to adaptive learning technologies and comprehensive professional development for educators. The evolution of adaptive learning, driven by advancements in artificial intelligence and machine learning, promises further educational equity and inclusivity advancements. Keywords: Adaptive Learning, Educational Equity, Personalized Instruction, Digital Tools

Teachers’ Familiarity, Perceptions, and Training Needs on the Use of ChatGPT in Mathematics Instruction

The rapid development of artificial intelligence (AI) technology has led to a significant change in the way that these tools are used – namely, to improve learning outcomes and teaching approaches in mathematics. This research investigated integrating ChatGPT into mathematics education, focusing on the familiarity, perceptions, and training needs of 110 mathematics teachers in Metro Manila, Philippines. Utilizing a sequential mixed-methods approach, the study used quantitative and qualitative analytical methods to examine teachers' engagement with ChatGPT through online surveys that explored demographic information, usage familiarity, perceptions of its utility in education, and perceived training needs. Findings reveal a widespread unfamiliarity with ChatGPT among educators, alongside a substantial demand for technical and pedagogical training to effectively integrate ChatGPT in teaching. The result also showed that, despite concerns about becoming overly dependent on technology, there is cautious excitement about ChatGPT's ability to improve learning outcomes and engage students. The study contributes to understanding the educational potential of AI in mathematics teaching, highlighting the urgent need for comprehensive professional development programs tailored to equip teachers with the necessary skills and knowledge to integrate AI tools like ChatGPT into the curriculum effectively.

Unlocking the Power of Play: Exploring Key Influences of Digital Game-Based Learning Adoption Among South African Mathematics Teachers

Integrating digital game-based learning (DGBL) into mathematics teaching has gained significant attention for its potential to improve learning outcomes. However, adopting DGBL in mathematics remains challenging, particularly in resource-constrained contexts such as South Africa. Consequently, this study used the Technology Acceptance Model (TAM) to investigate mathematics teachers’ adoption of DGBL in their classrooms. We interviewed twenty-four primary and secondary school mathematics teachers in the Northern Cape province about their use of DGBL. Inductive thematic analysis was employed to analyze the data. The findings revealed that external variables such as language barriers, teachers’ technophobia, parental influence, and students’ limited reading skills negatively influenced teachers’ perceived usefulness of digital games. We also found that the teachers’ attitudes toward DGBL, which were influenced by their positive perception of it, influenced their intention to use digital games for mathematics purposes. The study recommends targeted policy interventions, including the development of multilingual digital tools and comprehensive professional development programs, to enhance the adoption of DGBL among South African mathematics teachers.

A Research on the Application of Modern Information Technologies in Teaching

This paper examines the use of modern information technologies in Bulgarian pre-school and primary education, focusing on teachers' knowledge and use of technologies and the challenges they face. The study is based on an extensive literature review, which highlights the potential of modern information technologies such as programmable devices, virtual reality (VR) and augmented reality (AR) to improve the quality of education, student engagement and continuous learning. However, the research also identifies persistent barriers to their implementation, including insufficient resources, limited training opportunities and teacher resistance to technological change. The main objective of the study is to assess the level of knowledge and use of technologies among Bulgarian teachers, with a focus on identifying the main barriers to their effective integration into educational practice. The preliminary hypothesis suggests that despite the recognition of the potential benefits of technologies, their use remains limited due to institutional and personal factors. Methodologically, the study used a descriptive survey approach with 205 participants, including pre-school and primary school teachers, principals and education administrators. Data was collected using an online survey platform included in Microsoft Office 365. Key findings show varying levels of knowledge and use of modern technologies among teachers. Although a significant proportion of respondents use technology in their teaching, the level of adoption of more advanced technologies such as programmable devices, VR and AR is significantly lower. Teachers expressed a strong desire for additional information and training on modern technologies, highlighting their potential to enrich learning experiences in a variety of subjects. The study has important implications for the Bulgarian education system. It highlights the gap between the recognised potential of technologies and their practical application in the classroom. Addressing the identified barriers through targeted investment in resources, comprehensive professional development programmes and ongoing support for teachers is crucial. By overcoming these barriers, educational institutions can better prepare students for the challenges of the digital age, improve learning outcomes and create a more dynamic and effective educational environment.

Transforming Education in Coastal Indonesia: A Survey of Digital Literacy and Competence Among Educators

This research explores the digital literacy and competence of educators in coastal areas of Indonesia, focusing on technology access, usage patterns, and challenges in integrating digital tools into teaching practices. Utilizing a quantitative survey method, data was collected from 235 educators teaching in coastal area schools. The study found a generally positive trend in technology access, with reliable availability of computers, laptops, and internet connection supporting educators' professional tasks. However, gaps in access to up-to-date software highlight the need for improved resources and support to ensure equitable technology use. Educators demonstrated a strong trend towards integrating digital tools in lesson planning and communication with students. Despite this, the uneven adoption of these tools suggests a need for broader and more equitable technology integration. Significant challenges include difficulties in keeping up with technological advancements and managing technical issues, emphasizing the need for comprehensive professional development and targeted training on advanced digital tools and troubleshooting. While the study provides valuable insights, it is limited by its small sample size and geographic focus, potentially not fully representing the diverse experiences of educators across Indonesia. Future research should expand the sample size and geographic range to offer a more comprehensive understanding of technology integration challenges and to support more effective recommendations for enhancing technology use in education.

Physics Learning Technology for Sustainable Development Goals (SDGs): A Literature Study

The integration of technology in physics education has become increasingly important to meet the Sustainable Development Goals (SDGs), particularly in enhancing educational quality, promoting inclusivity, and fostering sustainable practices. This literature study aims to evaluate the effectiveness of various technological tools, including adaptive learning platforms, augmented reality (AR), virtual reality (VR), artificial intelligence (AI), and virtual laboratories, in improving physics education. Utilizing a systematic literature review methodology adhering to PRISMA guidelines, the study analyzed data from a comprehensive selection of peer-reviewed articles sourced from the SCOPUS database, focusing on publications from 2020 to 2024. The results indicate that these technologies significantly enhance student engagement, understanding, and critical thinking skills, thus addressing the limitations of traditional teaching methods. Adaptive learning strategies, when combined with techniques like flipped classrooms and micro-learning, effectively cater to individual student needs, promoting personalized learning experiences. AR and VR provide immersive learning environments, making complex physics concepts more accessible and engaging, while AI tools support lesson planning and problem-solving. Virtual laboratories offer hands-on experimental practice without the constraints of physical lab space. However, the study also identifies challenges such as inadequate teacher training, unequal access to technology, and the need for comprehensive professional development programs. The implications of these findings underscore the necessity of addressing these challenges to fully realize the potential of technology-enhanced education. Recommendations include developing professional development programs, ensuring equitable access to technological resources, and fostering collaborations between educational institutions, industry, and communities.

TEACHER’S EXPERIENCE ON THE IMPLEMENTATION OF SPIRAL PROGRESSION APPROACH (SPA) IN TEACHING ENGLISH TO JUNIOR HIGH SCHOOL: A QUALITATIVE INQUIRY

This qualitative inquiry explores the experiences of teachers implementing the Spiral Progression Approach (SPA) in teaching English to junior high school students. The study aims to understand the challenges educators in English subject encounter while applying SPA, a pedagogical method designed to reinforce learning by revisiting topics with increasing complexity. Data were collected through in-depth interviews and focus group discussions with a diverse group of junior high school English teachers. Findings reveal that while teachers appreciate the SPA’s potential to enhance student retention and understanding, they face significant challenges. These include difficulties in aligning the curriculum with SPA principles, time constraints in covering the required material, and varying levels of student readiness. Despite these hurdles, teachers reported that SPA facilitates a deeper understanding of language concepts and skills over time, fostering a more holistic and integrated approach to learning English. The study concludes that successful implementation of SPA requires comprehensive professional development, adequate resources, and continuous support for teachers. By addressing these needs, educational institutions can better leverage SPA to improve English language education outcomes in junior high schools.

An identity project: a case study of two inservice elementary stem teachers’ experiences with a comprehensive professional development

This paper describes the experiences of two teachers, Ms. Santiago and Mr. Jelenik, who participated in a comprehensive National Science Foundation-supported science, technology, engineering, and mathematics (STEM) professional learning experience. This comparative case study describes how Ms. Santiago and Mr. Jelenik leveraged the justice-oriented curriculum of a STEM professional learning opportunity to transform their identities as educators while influencing their instructional practices. The professional learning experience included access to a justice-oriented curriculum introduced through monthly content-focused experiences, regular faculty learning communities, and support from an expert onsite coach. Evidence of transformed identities and instructional practices is derived from semi-structured in-depth interviews and video recordings of classroom teaching and learning. Analysis of the interview data suggests that Ms. Santiago and Mr. Jelenik found the professional learning experience transformative and that the experience served as a pedagogical identity project. Evidence from the classroom videos suggests that Ms. Santiago and Mr. Jelenik’s instructional practices shifted, becoming more justice-oriented and student-centered. Moreover, Ms. Santiago’s practices shifted in a manner more aligned with an engaged teaching approach. We conclude that the comprehensive STEM professional learning experience served as a pedagogical identity project while positively influencing the instructional practices of Ms. Santiago and Mr. Jelenik. Implications for preservice and in-service teacher education are discussed.

The Relationship between Teachers’ Motivation, Professional Development, and Mobile Technology Integration in Language Learning

This study investigates the significance of professional development and teacher motivation in the effective utilization of mobile technology in language instruction. It explores how these variables have a significant impact on the adoption and utilization of technological tools in language teaching. The study investigates the relationship between teachers’ motivation and the importance of comprehensive professional development programs that encompass pedagogical approaches and proficiency in mobile technology. The study followed a mixed-method research design with a sample of (n = 200) teachers and students. The results underscore the importance of a synergistic connection between professional development, technological integration, and teacher motivation to enhance language learning in digital learning environments. The study recommends that through targeted professional development and motivational tactics, curriculum designers and educators can optimize language instruction.

Cultivating Critical Thinking Skills in Early Childhood through Inquiry-Based Learning Models Grounded in Teachers' Experiences

This study aims to describe the implementation of inquiry-based learning models, grounded in teachers' teaching experiences, to enhance critical thinking skills in early childhood at RA Nurul Haq and TKIT Umar Bin Khatab Kudus. Using a qualitative descriptive approach with a case study model, the research investigates the processes and outcomes of inquiry-based learning. Data were collected through observations, interviews, and document reviews, focusing on children aged 4-6. Results indicate that the inquiry-based learning model significantly enhances children's critical thinking skills when applied by certified and experienced teachers. This model promotes balanced cognitive, affective, and psychomotor development through systematic exploration and problem-solving activities. However, challenges persist for non-certified teachers due to limited training. The study's implications are substantial for early childhood education, as implementing an inquiry-based learning model can improve critical thinking skills essential for children's academic and personal growth. It prepares them to face 21st-century challenges such as critical thinking, creativity, communication, and collaboration. Limitations include the study's focus on a specific demographic and the disparity in training and certification levels among teachers, highlighting the need for comprehensive professional development programs. Future research should expand the scope to include a broader range of educational settings, investigate the long-term effects of inquiry-based learning on critical thinking skills, and explore integrating inquiry-based models with other teaching strategies to maximize their effectiveness. In conclusion, this study underscores the positive impact of an inquiry-based learning model, grounded in teachers' teaching experiences, on enhancing critical thinking skills in early childhood education.

Reporting outcome measures in veterinary physiotherapy with particular reference to the treatment of canine and equine joint cases in the UK.

Outcome measures are extensively used within human physiotherapy, but a widely accepted issue in veterinary physiotherapy is that outcome measures lack sufficient evaluation and standardisation in terms of how they are implemented. This cross-sectional study aimed to provide clarity on (1) the current selection of outcome measures in canine and equine physiotherapy and (2) investigate external influences on outcome measure selection, including comparative literature availability, professional memberships and background. A structured scoping literature review consolidated current understanding and limitations. This informed a survey of qualified veterinary physiotherapists (n = 40). The statistical analysis comprised descriptive statistics. Key observations included (1) a lack of difference in outcome measure application between veterinary physiotherapists with and without a human physiotherapy background, (2) enhanced outcome measure utilisation by registry body members and (3) an overall skew towards subjective, rather than objective, outcome measure use. The study was limited by the absence of a defined veterinary physiotherapist population and subsequent convenience sample size. The apparent skew towards subjective outcome measures highlights objective outcome measure underutilisation and the need for a more extensive evidence base. In conclusion, there is a need to develop comprehensive professional development resources promoting the use of repeatable outcome measures such as goniometers and the Liverpool osteoarthritis scoring.

The Relationship Between Classroom Environment, Teacher Professional Development, and Student Academic Performance in Secondary Education

This research investigates the intricate relationships among classroom environment, teacher professional development, and student academic performance in secondary education. Recognizing the pivotal role these factors play in shaping educational outcomes, the study employs a mixed-methods approach involving surveys, interviews, and focus group discussions. The quantitative phase targets approximately 100 teachers and 150 students, using statistical analyses such as regression and structural equation modeling. Concurrently, qualitative data from interviews with 5 teachers and 5 school administrators offer deeper insights. The study's results, evaluated using PLS-SEM, reveal significant positive relationships between classroom environment and student academic performance, teacher professional development and student academic performance, emphasizing the need for inclusive and nurturing classroom spaces and comprehensive professional development programs. This research contributes nuanced insights to inform educational policies, instructional practices, and professional development initiatives in secondary education.

The Assessment Literacy for Secondary School Teachers in Tanzania

In this quantitative study, the assessment of literacy for secondary school teachers in Tanzania was examined using the Assessment Literacy Inventory (ALI), originally developed by Mertler and Campbell in 2005. Data were collected from 100 randomly selected secondary school teachers using the modified inventory which matched the local context. The purpose of employing ALI was to evaluate the levels of competence within the seven assessment standards and determine significant differences among the variables. The findings revealed that teachers had different levels of skills across these standards. Higher performance was observed in the area of "Choosing Assessment Methods that are Appropriate for Instructional Decisions," which scored an average of 1.52. In contrast, “Developing assessment methods that are appropriate for instructional decisions" had the lowest average score of 0.98. The Findings also revealed that significant differences were found in the mean competence of teachers with varying professional qualifications (p-value = 0.013). Teachers with master's degree qualifications had a mean score =10.20, which was higher assessment literacy compared to teachers with Diploma qualifications which had the mean score =7.7. However, the amount of time teachers spent in teaching (teaching experiences) had no significant impact on their assessment literacy (p-value = 0.429). Generally, the study revealed a worrying trend and indicated that Tanzania secondary school teachers have limited levels of assessment literacy. To address this, the Ministry of Education, Science and Technology should prioritise the enhancement of assessment literacy amongst secondary school teachers through comprehensive professional development programmes in collaboration with educational institutions.