Effectiveness Of Professional Development Program Research Articles

Assessing Teacher Competencies in Public Schools of Pakistan: A Pathway for Improving the Effectiveness of Professional Development Programs for Teachers

Professional development (PD) programs are considered as essential for improving the teacher quality and performance in schools. Despite introducing several PD programs, the teachers’ quality in the public schools is a matter of concern for Pakistan. It has become a challenge for policymakers and school leaders to design PD programs which can be effective for all teachers. PD programs in Pakistan normally undertakes a standard approach without considering the strengths and weaknesses of different groups of teachers which may not address the specific needs of these groups. There is a need of structuring PD programs to make these learning opportunities more effective for teachers. Therefore, the current study evaluates the teacher competencies of different groups of teachers in Pakistan’s public schools. For that purpose, the study first identifies three key themes of teacher competencies required in 21st century from extant review of recent literature. Interview guide then is designed based on these key teacher competencies to solicit information from seven principals of public schools. The public schools were selected using the criteria of size of school and principal working experience in that school. Structured interviews been used as a medium for collecting data from the principals. All interviews were recorded and transcribed verbatim. The deductive content analysis approach was used in analyzing the data. The analytical tool used for the coding of themes was the MAXQDA software. The results highlighted certain differences in teacher competencies varying from gender to age. Female teachers and teachers who are younger in general are found to have more competencies compared to male teachers and senior teachers. The results of this study offer vital information for planning and tailoring TPD programs for teachers. These specially designed learning opportunities can be more effective for the professional development of teachers and can foster teachers’ competence.

Teacher Autonomy and Preferences in Professional Development: A Comprehensive Survey of Florida Educators

Most educators around the world are required to participate in professional development activities in order to renew certification or licensure and ensure employees are up to standard. This study examined the professional development needs of 1,167 in-service teachers in Florida, United States, through a comprehensive survey. Findings revealed discrepancies between the current decision-making process for teachers’ professional development and their preferences. Teachers expressed a strong preference for autonomy in identifying their professional development needs, as well as a desire for more diverse formats, such as teacher observations and conference attendance. Additionally, the study found that teachers highly value professional development activities during designated days set aside by the school system and express interest in incorporating college or university settings into their experiences. The survey results also highlighted teachers’ preferences for effective professional development experiences, encompassing four key components: addressing what teachers need to know, demonstrating how to do it, suggesting best practices on implementation, and leaving time for specific questions. Furthermore, teachers demonstrated a clear understanding of their professional development needs, covering a range of topics such as effective teaching practices, classroom management, and integrating technology. Based on these findings, the study proposes a centralized professional development system, allowing teachers to input their needs and search for approved opportunities, ultimately enhancing the quality and effectiveness of professional development programs.

The Effectiveness of MOE-Endorsed Professional Development Programs as Perceived by Jordanian EFL Teachers

This study aims at examining the potential effect of Ministry of Education (MOE)- endorsed teacher professional development programs on Jordanian EFL teachers’ practices as perceived by the teachers themselves. A five-section Likert-scaled questionnaire was distributed to a sample of 328 (of the 681) EFL teachers enrolled in professional development programs at Qasabet Irbid Directorate of Education in 2021/2022. The respondents expressed moderate views as to the effectiveness of the professional development programs endorsed by the MOE. General dissatisfaction was reported for several reasons, most important amongst which is inability to satisfy teachers’ needs due to inadequate coverage of general competencies, teaching skills and methodology, classroom management, and assessment. The findings also revealed a moderate agreement with the training programs, which were reported to need to better address integrated assessment and constructive feedback and to be subjected to continuous evaluation and improvement. Several relevant recommendations and pedagogical implications were put forth.

Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathematics Instruction in the K to 12 Curriculum in the Philippines

This study assessed the effectiveness of a professional development program for junior high school mathematics teachers in the Philippines and analyzed their achievement test results in Mathematics. The study aimed to identify the factors affecting the quality of mathematics instruction and propose solutions to these challenges. The study found that while most teachers were consistent in their lesson planning and content delivery, they need to improve their questioning techniques, differentiated techniques, and strategies to develop higher-order thinking skills. The study suggests that teachers need to enhance their teaching practices to achieve the K to 12 Curriculum goals, prepare students for better work opportunities, and contribute to the nation's economy. Professional development programs can provide opportunities for mathematics teachers to increase their knowledge and confidence in the subject. By improving their teaching practices, teachers can help enhance the quality of mathematics education in the Philippines. This study highlights the challenges mathematics teachers face in the country and the need for professional development programs to help them improve their teaching practices. The findings have important implications for mathematics education in the country, which can help raise the quality of education and the nation's economy.

The Readiness of Stakeholders in the Scientific Inquiry-Supported Mentoring Project

The effectiveness of professional development programs for teachers in Turkey is limited because the programs are not designed to meet individual teacher needs. Although teachers are implementers who perform classroom practices, they are in the role of students in these programs. The project supported by The Scientific and Technological Research Institution of Turkey (TUBITAK) 1001-Grant 220K080 entitled “Designing and Evaluation of the Effectiveness of Scientific Inquiry Supported by Online Mentoring (e-scaffolding) in In-service Teacher Training” aims to examine and evaluate a professional development model. The project involves various strategies, such as mentorship, coaching, peer learning, and collaboration, for prioritizing teachers’ ideas and expectations. This study intends to reveal the readiness of the stakeholders (participating teachers and mentors) in the online mentoring model supported by scientific inquiry as part of the professional development process of teachers. The prominent results of the research are that teachers have positive opinions about the importance of scientific inquiry-based learning and teaching, teachers’ expectations from professional development programs vary by their levels of experience. In conclusion, this study is important in terms of making teachers’ voices heard and designing professional development programs in line with their expectations.

Factors that impact on the effectiveness of professional development programs for science teachers in Saudi Arabia

The Saudi Arabian Government has made a substantial investment in reforming the science curriculum in Saudi Arabia. The need for effective professional development (PD) programs is especially crucial in the context of recent curriculum reform in Saudi Arabia. The country has adopted new science curricula following the guidelines of renowned global publishers like McGraw-Hill. However, the introduction of the new science curriculum is posing challenges for science teachers, as it requires a paradigm shift from a teacher-centred to a learner-centred pedagogy. The research for this research involved an in-depth study on the impact of mandatory PD programs on Saudi Arabian science teachers in order to identify potential challenges to achieving the expected level of benefit from the PD programs. This study used a qualitative approach to data collection techniques. through employs three main methods for data collection, observation ,open-ended questionnaire and interview. the most effective professional development programs are likely to be those that address the specific subject matter that relates to the teaching issues faced daily by teachers, rather than those that cover vague and decontextualised educational or pedagogical concepts. Other factors include teachers’ involvement in learning communities, the facilities and resources provided by the school, and individual learning styles. On the other hand, common factor responsible for the failure of professional development programs is that the content covered is not relevant to the teachers’ specific needs. PD programs in Saudi Arabia are mainly focused on quantity instead of quality

Learning to Teach Mathematics Through Problem Posing: Teachers’ Beliefs and Their Instructional Practices

This study investigated the changes in six teachers’ beliefs and instructional practices regarding teaching through problem posing. They participated in a series of four problem-posing workshops and volunteered to share a videotaped lesson that integrated problem posing in the final workshop. We examined teachers’ familiarity with and confidence about teaching mathematics through problem posing as well as their willingness to enact problem-posing-based instruction. We also evaluated that enactment in six mathematics lessons, and we identified consistencies and inconsistencies between the teachers’ beliefs and their instructional practice. Four different categories were identified relating the teachers’ beliefs and the qualities of their classroom teaching using problem posing. This study has implications for improving the effectiveness of professional development programs.

Meta-analysis of professional development programs in differentiated instruction

Differentiated instruction is a key indicator of effective teaching, but difficult to implement. Thus, educators have called for professional development (PD) programs on the topic. Based on 27 selected studies, this meta-analysis examined the overall effectiveness of PD programs in terms of teacher and student outcomes, and assessed theoretically relevant PD program features as moderators. Our findings indicated that PD programs have a medium effect on teachers’ knowledge, attitudes and practices. Furthermore, teachers improved more in their differentiation practices if a PD program was provided within a specific subject domain. As PD programs had no significant effect on students’ learning, the relation between teacher development and student learning requires further scrutiny so that students will benefit from their teachers’ learning.

The reality of implementing professional development programs for Jeddah Secondary Public Schools Female teachers and means to develop them in light of KSA’s 2030 Vision from Schools Leadership Supervisory Perspectives: واقع تطبيق برامج التنمية المهنية لدى قائدات المدارس الثانوية الحكومية في جدة وسبل تطويرها في ضوء رؤية 2030 من وجهة نظر مشرفات القيادة المدرسية

This study aimed to discover the status of implementing the professional development programs for female school leaders in secondary public schools in Jeddah from the perspectives of school leadership supervisors as well as the means of improving these programs in light of 2030 Vision. The study adopted the mixed method research design and utilized the questionnaire as a tool to collect data from a sample of (22) school leaders’ supervisors. Findings revealed that secondary school leaders in Jeddah do apply professional development programs in relation to making decision and strategic planning domains in light of 2030 Vision at a moderate level. Also, findings revealed that the effectiveness of professional development programs for educational leaders at schools is manifested in these programs being participatory, have clear and systematic goals, continuous, enriching and sustainable. The study concluded with a recommendation to provide workshops and training programs to support the school leaders, and to encourage and motivate school leaders to continue to follow up on strategic planning practices on monthly and annual basis.

The relationship between health care providers' perceived work climate, organizational commitment, and caring efficacy at pediatric intensive care units, Cairo University.

Healthy work environment has a significant impact on patients, health care workers, and organizations. In a trial to set up strategies to control stressors and weaknesses in the work environment, the present study took place in pediatric intensive care units (PICUs) to explore the work environment and its impact on the organization commitment and caring efficacy of health care providers. This study is a descriptive cross-sectional study, conducted over a period of 9 months starting from October 2018. A self-administered questionnaire, based on "The American Association of Critical Care Nurses Standards for Establishing and Sustaining Healthy Work Environments" and "Brewer & Look's organizational commitment scale and theory of self-efficacy," was given to 63 physicians and 73 nurses of PICUs at Cairo University Children Hospital in Egypt. Nurses were significantly more pleased with their work climate and more committed to their organization and had higher self-efficacy than physicians. A significant direct correlation was detected between healthy environment perception and organizational commitment and between organization commitment and perceived caring efficacy. The study findings might be incorporated into practice to create a positive PICUs' environment, enhance staff satisfaction, and efficiency to promote quality of care paying attention to the junior staff especially physicians. Additional studies are required to recognize the coping strategies that health care providers use and to test the effectiveness of professional development program along with healthy environment interventions.

An Analysis of Teachers’ Professional Development Program at Elementary Level

ABSTRACTThis study explores the effectiveness of professional development program of public and private sector at the elementary level. A survey was conducted by involving elementary teachers from the public and private sector, who were involved in teacher training program. A questionnaire` was developed targeting the four key factors of the training programs: suitability of the resources, quality of the content and management, competency of the trainers, and usefulness of the training program. Simple random sampling technique was applied to collect the data from the trainee elementary teachers of the public and the private sector. 750 trainee teachers from the public sector and 600 elementary teachers from the private sector were selected from the five districts of the Punjab province. The data was analyzed on the basis of four factors in the questionnaire. Descriptive statistics and t-test were calculated to analyze the data. The findings discovered a significant difference in the opinion of trainees in both public and private sector in view of the “usefulness for trainees” (p-value= 0.041).The rest of the three factors were insignificant which means trainees from both public and private sector having the same opinion about the training program. The possible reasons for these insignificant findings and implications were discussed.

Exploring the Personal, Social and Occupational Elements of Teacher Professional Development

In a neoliberal political context, educational reform is seen as largely dependent on the individual teacher and his or her ability to continue developing and improving his or her practice with the ultimate goal of improving student outcomes. Professional development (PD) is therefore reliant on teachers to embrace new models of practice, to engage with these new approaches, to correctly interpret the PD ideas for application to the teaching and learning process, and ultimately implement new models and ideas in their classrooms (Huber & Hiltmann, 2011). This paper seeks to examine more closely three aspects of PD that have been found in the research literature to have a significant impact on the effectiveness of PD programs, because of their focus on, and consideration of the individual teacher. Aligning with Fraser, Kennedy, Reid, and McKinney (2007), successful PD programs that have a distinct focus on the personal, social and occupational aspects of teacher development will be discussed.

Using the Fennema-Sherman Mathematics Attitude Scales with lower-primary teachers

The Fennema-Sherman Mathematics Attitude Scales (FSMAS) are among the most popular instruments used in studies of attitudes toward mathematics. However, the FSMAS has been mainly used among student populations and rarely used with teachers. In the present study, three scales from the FSMAS—Confidence, Effectance Motivation, and Anxiety—were revised and used with lower-primary (kindergarten to third grade) teachers. This study includes three parts: (1) a pilot study to ensure the modifications made to the FSMAS were appropriate to use with teachers, (2) confirmatory factor analyses to assess the factor structure of the revised FSMAS with 225 lower-primary teachers, and (3) measurement invariance analyses using data from a similar sample of 171 lower-primary teachers to examine whether the revised FSMAS measures each construct in the same way as in the previous sample. The final three-factor model, after removing three problematic items, achieves acceptable model fit, with each construct meeting all conditions for strict measurement invariance. Additionally, repeated measures analyses were performed on data collected from 39 in-service lower-primary teachers who participated in an elementary mathematics specialist program to examine the use of the revised FSMAS in program evaluation. Overall results suggest that researchers and program evaluators may use the revised FSMAS to reliably measure lower-primary teachers’ mathematical attitudes, and it can be a valuable tool for evaluating the effectiveness of professional development programs.

Developing Teachers’ Expertise to Teach English Language: An Evaluative Study of Professional Development Programme at Taif University English Language Centre

Language teachers need opportunities to enhance and update their language teaching skills. Current researches in English language teaching methodologies have proved that teachers who stay up to date with latest teaching techniques are always efficient. They always need to be trained and aware of how they can continue being effective teachers and cope with relative challenges such as students’ low level of language proficiency, large number of students in class at a time and longer teaching hours. Hence the sole objective of the present research is to evaluate the effectiveness of Professional Development Program (PDP) of Taif University. Seeking for this objective, the researcher collected the data through a questionnaire from the participating teachers both males (50) and females (50). The survey was based on five principles drawn by Loucks-Horsley, et al. (2010). The respondents acknowledged the utility and importance of continuous up gradation of their professional development and leadership skills. They also acknowledged that PDP provides learning opportunity for them. Furthermore they regarded PDP in line with the TU-ELC mission, goal, and objectives. However, they expressed constraints regarding experimentation of new instructional practices, continuous support and follow-up activities, and a research base similar to the ELC situation, community and context.

The Validation of an Instrument for Evaluating the Effectiveness of Professional Development Program on Teaching Online

Attending professional development (PD) on teaching online is becoming popular for teachers in today’s K-12 online education. Due to the unique characteristics of the online instructional environments, surveys become the most feasible approach to evaluate the effectiveness of PD programs. However, there is no validated, open-access instrument available to satisfy the needs. Purpose of this study is to conduct construct validity, content validity, concurrent validity, and reliability tests on an open-access instrument for K–12 PD for online teaching. With the exception of a few items that have minor issues on content and construct validity, results show that the survey is, in general, a valid and reliable instrument. Suggestions and potential applications of the instrument are also discussed.

Developing effective professional development programs: a case study

Purpose – This paper aims to investigate the practices of a well-established professional development committee (PDC) at an academic library to reveal the development of effective professional development programs with various themes and the diversified delivering formats and the assessment of library employees’ training needs and the effectiveness of professional development programs with Needs Assessment Surveys and Program Follow-up Employee Opinion Surveys. Professional development programs are widely adopted in academic libraries to support the professional growth of library employees and improve the quality of library services. Developing, promoting and administering professional development programs are main responsibilities of the PDC. Design/methodology/approach – The study is based upon the PDC’s recent practices since 2011. The Needs Assessment Surveys (in 2012 and 2013) are conducted electronically, so are the Opinion Surveys since 2013 which are formerly conducted in paper. Findings – The well-planned professional development program themes with special designed delivery formats have demonstrated their effectiveness through high attendance of each professional development event. The positive results and high compliments from both Need Assessment Surveys and Opinion Surveys also endorse their values to employee’s professional growth. Originality/value – This paper classifies various professional development program ideas into six program themes and three special delivery formats, and each is presented with intention, planning and organization. This paper also provides details of using different Need Assessment Surveys and Opinion Surveys for evaluation, which is also lacked in published literature.

Barriers to, and enablers of, participation in the Allied Health Rural and Remote Training and Support (AHRRTS) program for rural and remote allied health workers: a qualitative descriptive study.

BackgroundAllied health professionals play a critical role in enhancing health outcomes in primary and tertiary settings. Issues affecting the recruitment and retention of allied health workers in rural and remote areas are multifactorial. Access to relevant and effective continuing professional development is argued to be a recruitment and retention strategy for health professionals in non-metropolitan areas, however trial of the effectiveness of professional development programs and identification of enablers and barriers to participation is needed. The Allied Health Rural and Remote Training and Support (AHRRTS) program aimed to provide an integrated program of education and professional support activities for allied health professionals working within Queensland Health in rural and remote locations. The aim of this study was to explore enablers and barriers to access to, and effective participation in, the AHRRTS program from various allied heath stakeholders’ perspectives.MethodsA qualitative descriptive study utilising semi-structured interviews with various allied heath stakeholders was undertaken. The interview questions focussed on a number of issues pertinent to AHRRTS program, with specific probing questions regarding barriers and enablers to participation in the AHRRTS program. The interviews were then transcribed verbatim and analysed using thematic analysis.ResultsUsing purposive sampling, a total of 55 stakeholders were interviewed for this study. Time, organisational factors and travel were identified as common barriers and organisational factors, travel and presentation modes were identified as common enablers. Interestingly, some of these factors act as barriers and/or enablers highlighting that these are essentially two sides of the same coin. The findings suggest that while it is important to have policies and procedures for ongoing support of allied health professionals, it should be complemented by enabling strategies to address persistent barriers.ConclusionThe study suggests that while a program such as AHRRTS is accessible and facilitates participation in a number of ways, significant barriers to participation continue to persist at the coal face. Addressing these barriers will require a targeted, multifaceted approach. Lessons from this study provide unique insights into factors which influence the successful implementation and sustainability of recruitment and retention initiatives for rural and remote allied health workers.

The Impact of Professional Development on Beginning Teachers’ Practices in One Secondary School

A case study was conducted in 2004-2005 on the professional development experiences of beginning teachers (1-5 years of experience) in an Ontario, Canada secondary school (Grades 7-12) and the impact of those experiences in improving their practices. For comparative purposes, the study included the perspectives of administrators from the same school on the impact of professional development on these teachers. The findings revealed that the literacy training program was successfully implemented at the school and positively affected beginning teachers’ knowledge, instructional strategies, and planning practices. Other findings indicated that beginning teachers needed subject content and instructional strategies, ongoing mentoring, and skills in both classroom management and mapping the curriculum. Based on the findings of the study, a new framework for professional development is suggested. A number of recommendations propose ways of connecting research, policy and practice that could ultimately improve the effectiveness of professional development programs for beginning teachers. Key words: teacher professional development, beginning teacher, adult learning, self-efficacy, collective efficacy, supervision, organizational policies and culture

Collaborative Teacher Research: Learning with Students

Abstract: This qualitative case study explores how collaborative teacher research serves as a professional development model for practicing teachers. The purpose of the study is to examine how participation in a collaborative teacher research group affected three French teachers' understandings of one state's foreign language standards, and to look at how those understandings were realized in a collaborative teacher research (CTR) project. This article specifically focuses on the results emanating from how the three French teachers individually and collaboratively interpreted and implemented foreign language standards while participating in CTR. Data were collected from workshops, journal entries, classroom observations, lesson plans and materials, workshop evaluations, the teachers' research, and e-mail conversations. Results show that the teachers learned about the standards primarily from collaborating with their students. Introduction New Visions in Action (NVA), sponsored by the American Council on the Teaching of Foreign Languages (ACTFL) and the National Foreign Language Resource Center (NFLRC) in Iowa, is moving forward a national agenda for foreign language education in an effort to meet goals set forth in the national K-12 foreign language standards (Met, 2000). These standards provide a vision of instruction for which teachers need a high level of language proficiency, extensive cultural competence, a repertoire of approaches that are learner centered and focused on communication, and knowledge about implementing strategies for working with diverse learners who have not traditionally enrolled in foreign language classes (Phillips, 1998). Foreign language pedagogy, described in the manner of the National Standards (1999), will not be realized without sustained professional development for practicing teachers. Past professional development programs have been criticized for their one-shot structure, top-down approach, and failure to address the specific needs of foreign language teachers, resulting in little or no effect on classroom instruction. This professional development paradigm is changing. Current literature discussing professional development concurs that it must be long term, collaborative, content specific, job embedded, inquiry based, and focused on the needs of teachers and the goals we are setting for our students (Alien, 2004; Clair, 2000; Diaz-Maggioli, 2003; Klonsky 2002; Kreeft Peyton, 1997; Lewis, 2000; lieberman & Miller, 2000; McCarthy & Riley, 2000). Further, teachers must be actively involved in both its design and implementation (Bartz & Keefe Singer, 1996; Darling Hammond, 1997; Glisan, 1996; Kreeft Peyton, 1997). The Teacher Development Task Force-one working group of the NVA project-is in the process of establishing a national framework that defines effective professional development for foreign language teachers. Part of the work of the task force involves identifying criteria for the creation and evaluation of professional development programs and subsequently identifying and showcasing exemplary program models. Empirical data from studies investigating the effectiveness of professional development programs are needed to inform the group's ongoing work. NVA has, in particular, called for research on the effectiveness of alternative professional development models (Curtain, 2000). Action research offers a viable solution. Although this type of research, from here on referred to as collaborative teacher research (CTR), is recognized for promoting teacher development and change in teaching practice (Anderson, Herr, & Nihlen, 1994; Burns & Hood, 1995; Freeman, 1998; McNiff, 1993), and as an insightful means for contributing to the knowledge base of teaching (Allwright; 1993; Somekh, 1993; Stenhouse, 1981) we are only beginning to know how foreign language teachers carry out this type of research (Burns, 1999). In addition, while collaboration is the critical component of successful teacher research, it has tended to be promoted and conducted in an individualistic way (Burns, 1999). …

Enhancing the Effectiveness of Professional Development Programs

This article presents a series of guidelines for enhancing the effectiveness of professional development programs. These guidelines are derived from factors that research studies on professional development have shown to be directly related to program success. Although addressing all of these factors will not necessarily guarantee a successful program, strong evidence indicates that neglecting any one is likely to limit the effectiveness of the program to bring about significant or enduring change.