Professional Development Outcomes Research Articles

The Outcomes of Collaborative Whole-School Professional Development on Teachers' Inclusive Practices in a Mainstream Secondary School

The outcomes of a collaborative whole-school model of professional development on teachers' learning to enact an inclusive education initiative, in a mainstream post-primary school explores the outcomes of whole school collaborative professional development on teachers' learning in terms of the degree and quality of teacher change in relation to inclusive practices, in this instance specific to level two learning programmes (L2LPs) and what factors facilitated or hindered teachers' learning for enacting inclusive practices. The findings of this paper highlight the potential of facilitated PD to empower teachers to develop greater levels of knowledge, skills, and experience of inclusive practice to enable collective decision-making and enhanced planning and teaching for all learners. Though aimed at a specific programme (L2LPs), the authors believe this research has wider implications for supporting mainstream teachers build capacity in their inclusive practices generally.

Clinical Supervision for Quality Education Delivery in Public Schools in Nigeria

This paper discussed clinical supervision for quality education delivery in public schools in Nigeria. Clinical supervision is a formal process of professional support and learning that enables individual practitioners to develop knowledge and competence, assume responsibility for their own practice, and enhance consumer protection and safety of care in complex clinical situations. Clinical supervision stands as the cornerstone of educational excellence in Nigerian public schools, offering a dynamic and transformative approach to elevate the quality of education delivery. The paper emphasized that clinical supervision can bring about quality education delivery in several key aspects which include: Professional Growth and Development, Contextual Adaptation, Innovative Pedagogies and Technology Integration, Quality Assurance and Standardization, Professional Collaboration and Peer Learning, Emotional and Social Well-being, Observation and Feedback, Assessment of Teacher Competencies and Reflective practices. Also, identified the impacts of clinical supervision on quality education delivery, which includes: Enhanced Teaching Practices, Professional Development, Increased Teacher Self-Efficacy, Alignment with Standards, Retention and Job Satisfaction, Technology Integration, Positive Student Outcomes, Promotion of Reflective Practice, Enhanced Collaboration, Leadership Development and Quality Assurance. It therefore concluded that clinical supervision emerges not merely as a pedagogical process but as a transformative force poised to elevate the landscape of education delivery in public schools across Nigeria. The paper likewise made some outstanding suggestions that; School Administrators should clearly define the objectives of clinical supervision, outlining specific goals for professional development, teaching improvement, and student outcomes. This clarity provides a roadmap for both supervisors and educators. Finally, Federal ministry of education should offer regular professional development opportunities aligned with the needs identified through clinical supervision. Provide access to workshops, training sessions, and resources to enhance educators' skills and knowledge.

The Impact of Collaborative Learning on Teacher Professional Development and Individual Growth Within Team Collaboration

This paper explores the impact of collaborative learning on individual growth within teacher teams in Australian primary and secondary schools from 2013 to 2020. Grounded in a comprehensive analysis of professional development, teamwork dynamics, and pedagogical skill enhancement, the study unveils key findings derived from surveys, interviews, and observations. Results indicate a significant positive correlation between participation in collaborative learning initiatives and heightened professional satisfaction, confidence in innovative teaching methods, and a deeper understanding of diverse learning needs among educators. The unexpected yet crucial discovery of a positive correlation between collaborative learning and teacher retention adds a unique dimension to the study. Practical implications for teacher professional development, teaching practices, and student outcomes are discussed, along with broader implications for educational policies and practices in Australia. The study advocates for the integration of collaborative learning as a cornerstone of future teacher development initiatives, fostering a dynamic and supportive professional culture.

The Predictive Roles of Arts Teachers’ Professional Quality and Creative Style Orientation on Their Professional Development

Background: The field of education is witnessing an increasing recognition of the pivotal roles played by arts teachers in fostering creativity and shaping students' learning experiences. Within this context, understanding the predictive factors influencing arts teachers' professional development is crucial for educational enhancement. Objective: This study aims to explore the predictive relationships between arts teachers' professional quality, creative style orientation, and their subsequent professional development. By delving into these aspects, the research seeks to provide valuable insights into the dynamics influencing the growth and progression of arts educators. Method: A comprehensive research methodology involving surveys and assessments was employed to gather data from a diverse sample of arts teachers. Measures of professional quality and creative style orientation were utilized, and their correlation with subsequent professional development outcomes was analyzed. Results: The findings reveal significant correlations between arts teachers' professional quality, creative style orientation, and the trajectory of their professional development. A nuanced understanding of how these factors interplay contributes to a more holistic view of the dynamics shaping the career advancement of arts educators. Conclusion: In conclusion, this study underscores the importance of arts teachers' professional quality and creative style orientation as predictive indicators of their professional development. The insights derived from this research can inform targeted interventions and support systems aimed at enhancing the overall effectiveness and job satisfaction of arts educators.

Assessing the mediation pathways: How decent work affects turnover intention through job satisfaction and burnout in nursing.

This study aimed to assess the potential mediating roles of nurses' job satisfaction and burnout in the association between decent work and turnover intention. There is a global challenge of nursing shortages in healthcare systems worldwide. Decent work is crucial for safeguarding the rights and professional development outcomes of nurses. However, there is currently limited research on decent work among nurses, and there is a lack of studies exploring the relationships between nurses' decent work, job satisfaction, burnout, and turnover intention. A cross-sectional survey design was employed with a sample of 460 nurses from three hospitals: The Affiliated Hospital of Hangzhou Normal University, Hangzhou Third People's Hospital, and Hangzhou Red Cross Hospital. The STROBE checklist was used. Mediation analysis using the PROCESS Macro was used to examine the relationships between decent work, job satisfaction, burnout, and turnover intention. The results showed that nurses' perception of decent work directly influences their turnover intention. Additionally, these findings strongly support the role of job satisfaction and burnout as mediating factors in the relationship between decent work and turnover intention. Decent work reduces nurse burnout and turnover intention of enhancing their job satisfaction. This study's findings have important implications for healthcare organizations and policymakers. Recognizing the pivotal role of decent work in nurses' job satisfaction and well-being can guide the development of strategies to improve working conditions and reduce turnover rates. It is imperative for healthcare institutions to prioritize creating safe, supportive, and equitable work conditions for nurses, as this can contribute to higher job satisfaction and, subsequently, lower turnover rates.

Outcomes of District-Led Professional Development Embedded within Biology Professional Learning Communities Among Three High Schools in a Single School District

District-led Professional Development (DLPD) holds great promise for cost-effective and sustained PD for K-12 faculty but is often enacted as whole-group, one-shot meetings on topics (e.g., 21st-century learning) non-specific to teachers’ grade levels and content areas. Alternatively, Professional Learning Communities (PLCs) provide on-site and ongoing collaborative support to teachers by common grade levels or content areas. To best leverage DLPD and PLCs, an exploratory multiple case study was conducted to examine how three separate high schools’ biology PLCs had received and enacted DLPD in teaching 21st-century skills. Desimone and Pak’s five core features of effective PD were used as the theoretical framework to explore teachers’ perceptions of the semester-long DLPD through interviews, lesson plans, PLC agendas, and classroom observations. Case analyses found that participating biology teachers perceived that the coherence and content focus was the greatest affordances of having 21st century focused DLPD in their PLC. Collective participation, active learning, and duration were revealed respectively. Results suggested teachers had incorporated the 21st-century skill of communication the most and creativity the least in their practice. Findings suggest that DLPD embedded within PLCs provide contextualized PD opportunities to high school biology teachers when there is sufficient time and opportunities for translating knowledge into practice.

STEM professional development program for gifted education teachers: STEM lesson plan design competence, self-efficacy, computational thinking and entrepreneurial skills

This study examined the impact of a 10-month STEM professional development (PD) program on 25 teachers working with gifted students. The program aimed to enhance pedagogical knowledge and competencies. Findings indicated significant positive improvements in teachers' STEM self-efficacy, computational thinking, and entrepreneurship skills. The PD program also had a direct positive influence on the quality of lesson plans. The study suggests that effective PD design should incorporate scientific inquiry, engineering design processes, computational thinking, entrepreneurship skills, and the development of teachers' self-efficacy for successful implementation of PD outcomes in STEM education.

Review of Physical Education Curriculum Design for Primary and Secondary School Students in Malaysia for the Purpose of Health Promotion in the Past Ten Years

Among both primary and secondary school students, physical education (PE) plays a critical role in encouraging pupils to take responsibility for their own health on multiple levels. This narrative literature review focuses on examining the design of the PE curriculum for health promotion within the Malaysian context over the past decade. Employing a narrative literature review approach, a total of 118 articles were scrutinized from an initial pool of 157. This comprehensive analysis aimed to uncover key variables influencing PE curriculum design and its role in health promotion. The review identified critical variables shaping health promotion through PE. Curriculum content, teaching methods, teacher training, professional development, stakeholder involvement, and health promotion outcomes were all included. The evaluation emphasized how important it is to have curriculums that are based on evidence, to use effective teaching methods, and to give teachers chances to improve their skills. These factors emerged as essential contributors to promoting health among students. Furthermore, the study highlighted the importance of involving various stakeholders in the curriculum design process and emphasized the necessity of evaluating health promotion outcomes. There is a clear need for further investigations into the intricate relationships between these variables and health promotion outcomes. Additionally, it suggests the formulation of comprehensive policy guidelines and standards for PE within the Malaysian educational system. In conclusion, this literature evaluation may help practice and policymakers create effective PE programs. Malaysia may improve student health through physical education by using evidence-based curriculum design, teacher training, and stakeholder interaction.

Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect?

ABSTRACT Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, discipline-specific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldwork by interviewing academic staff responsible for planning and leading residential field courses at a UK university. We also conducted a thematic analysis of associated module specifications and teaching materials to understand whether transferable skills were signposted to colleagues and students. Our findings show that although most staff recognise that their field courses help students to develop transferable skills, staff awareness of skills and professional development outcomes is narrowly focused on technical skills and discipline-related careers. Furthermore, those transferable skills outcomes that staff are aware of are not fully translated into module specifications and infrequently signposted to students via teaching materials. These findings suggest that transferable skills form a hidden curriculum of fieldwork. To maximise the employability benefits of fieldwork, we recommend that all skills should be signposted to students both during field course teaching and also via the associated teaching materials.

Psychological Constraints of the Post-Pandemic Learning and Development Delivery Modalities: Narratives of School Principals

This qualitative research situated in the School Division of Guimaras delves into the narratives and experiences of five (5) school principals, with insights from the Division Human Resource Training and Development Focal Person. Grounded in Hustler's cognitive psychological and professional development theories and Vygotsky's zone of proximal development, the study explores alternative approaches to continuous professional development, aiming to enhance teacher learning effectively. Using a validated researcher-made interview guide, the study gathered data on learning and development initiatives, participant practices, and challenges faced during the pandemic. The findings revealed that school principals navigated the challenges posed by COVID-19 restrictions by crafting and implementing Basic Education-Learning Continuity plans. They addressed learning and development modalities by creating School Plans for Professional Development, enabling them to conduct various activities tailored to teachers' needs. Four delivery modalities were employed: Learning Action Cell, Relationship and Discussion-based Learning, Job-Embedded Learning, and Formal Learning. Each modality had its unique practices and challenges, reflecting the diverse contexts and needs of the school principals. To overcome these challenges, school principals demonstrated resilience leadership skills, characterized by passion, vision, creativity, interaction, and empowerment. Building upon existing theories and the 70-20-10 Learning Model, the study introduced the Learning and Development Model for Better Learning Outcomes (LDM for BLOs). This model emphasizes the roles of self-directed and interactive learners for both teachers and school principals in learning and development activities. The study contributes significantly to the field by introducing the Theory of Educational Intention and the LDM for BLOs, both of which warrant further exploration in future research. These findings shed light on effective strategies for enhancing teacher professional development and learning outcomes in challenging contexts.

Exploring Radiographers' Engagement in Research: Motivation and Barriers in Five Arab Countries.

(1) Background: This study aims to comprehensively understand the motivations driving radiographers in five Arab countries to engage in research. (2) Methods: A cross-sectional study employing an anonymous online survey was conducted for 12 weeks from May to July 2023. The study sample consisted of 250 radiographers, with equal representation from Iraq, the Kingdom of Saudi Arabia, Palestine, Sudan, and the United Arab Emirates. (3) Results: Overall, the participants showed limited involvement in research-related activities in all five countries, particularly in presenting at conferences and publishing in peer-reviewed journals. Most participants believed research positively impacts their professional development (34.8%) and patient care and outcomes (40%). The participants perceived professional development (36.4%) as a key motivator for research engagement. A significant majority (81.6%) expressed motivation to start research in clinical practice. A total of 66.8% found research opportunities available during clinical practice. Barriers included time constraints (56%), limited resources (47.2%), and lack of support and skills (33.2% and 32%, respectively). (4) Conclusion: This study emphasises the need for targeted strategies to enhance research engagement among radiographers in the Arab region. Addressing barriers, such as time constraints and resource limitations, while leveraging intrinsic motivators, such as professional development, is crucial for fostering a culture of research-driven excellence in radiography.

Teacher Professional Development and Student Reading Comprehension Outcomes: The Heterogeneity of Responsiveness to Text Structure Instruction in Grade 2

Teacher Professional Development and Student Reading Comprehension Outcomes: The Heterogeneity of Responsiveness to Text Structure Instruction in Grade 2

Effective professional development in implementation processes – the teachers' view

In addition to research on effective professional development (PD), understanding how teachers view PD facilitates research-practice communication. Qualitative analyses of interviews (N = 43 teachers) revealed that teachers’ views differ from the research perspective. By mentioning active learning and service provision as primary PD features, teachers took on a pragmatic and service-oriented understanding. Teachers further endorsed short PD and relief measures but overlooked knowledge acquisition and student results as reasons for PD. This suggests that teachers orient themselves more towards resources than towards outcomes of PD. Finally, teachers prioritised emotions. A framework to address PD views in research-practice communication is proposed.

The Impact of Teacher Evaluation on Professional Development and Student Achievement

Objectives: This study investigates the impact of teacher evaluation on professional growth and academic performance of students. The identification and resolution of the underlying causes of the achievement gap is of paramount importance, necessitating a more comprehensive comprehension of the tactics that can be employed for this purpose. Methodology: The research employs a quantitative methodology utilizing a pre-test and post-test design. The study involves a sample of 200 educators who are affiliated with five separate educational establishments located in the United States. Results and conclusion: The results indicate a positive association between teacher evaluation and professional development. Specifically, the influence of type A evaluations on professional development outcomes is more significant than that of type B evaluations. The study demonstrates a positive association between teacher assessment and academic outcomes of students. It is observed that evaluations categorized as type A have a more significant impact on student achievement compared to those categorized as type B. The findings have significant implications for policy and practice related to the evaluation of teachers. Implications: The importance of developing assessment programs that provide educators with valuable feedback and support their professional development is emphasized. Further inquiry is necessary to attain a more comprehensive understanding of the complex interrelationships among teacher evaluation, professional development, and student achievement.

What Keeps Teachers Engaged during Professional Development? The Role of Interest Development

Interest influences adults’ and young learners’ learning in formal and informal contexts. Although interest and interest development frameworks have been used in research on student-learning, they are not used in teacher-focused research, especially as “outcomes” of teacher professional development (PD) activities. In this study, we used interest development as the outcome of PD in computer science (CS) and investigated the factors that influenced teachers’ (n = 5) interest development toward CS using various data sources and analysis methods. We found that interest development is (a) varied, (b) influenced by self-relation, knowledge, and affect, (c) associated with reengagement with PD activities, and (d) it can be captured using computational text analysis methods and online log data.

Effects of Community of Practice on College English Teacher Professional Development: Case Study of English Teaching of Featured Chinese Culture Faculty Development

Teacher professional development plays an important role in improving teaching efficiency and upgrading talents cultivation, while community of practice is an effective platform for teacher professional development. To explore a feasible approach to its faculty professional development, English Teaching of Featured Chinese Culture, a college English intercultural communication course, adopted Kolb’s Experiential Learning Cycle Theory to construct and operate communities of practice on teaching and researching projects, aiming to encourage “mutual engagement”, “joint enterprise” and “shared repertoire”. The follow-up case studies with teacher professional development outcomes, reflective journals, and interviews revealed that communities of practice exerted different but positive effects on the professional development of its faculty members in the aspects of conducting teaching reflections, renovating teaching practices, and implementing teaching researches, the findings of which were expected to shed some light on teacher professional development practices.

Supporting Professional Learning at Scale: Evidence from the District of Columbia Public Schools

Background/Context: Professional development (PD) programs have been the primary tool school districts have used to improve teachers’ knowledge and skills, though the evidence is mixed on the degree to which these investments translate into improved outcomes for teachers and their students. Further, most research has tracked researcher-designed and researcher-implemented programs, meaning we know far less about the outcomes of PD designed and implemented by districts. Given that implementation and associated outcomes may look different without tight research parameters, we need more systematic research about district-designed and implemented PD. During early years of PD implementation, it is more likely to observe changes in more proximal outcomes, including an increased sense of trust and collaboration with colleagues, which could, in turn, support teacher retention. Any intervention, but especially those that necessitate substantial changes in instructional activities, likely takes time to promote changes to downstream outcomes like high-stakes assessments of teaching and student achievement. Purpose/Objective/Research Question/Focus of Study: We analyze the relationship between the design and implementation of an ambitious PD/professional learning (PL) program, called Learning Together to Advance Our Practice (LEAP), and a range of outcomes across 3,000 teachers in the District of Columbia Public Schools (DCPS). We examine the extent to which teacher-reported frequency of participation in two specific PD structures—one-on-one coaching and team seminars—are each associated with improved outcomes of interest. Proximal outcomes include teacher perceptions of the PL program and peer culture at their school, as well as school- and district-wide retention. More distal measures include teacher classroom practice and student achievement. Research Design: We capitalize on researcher-designed and district-administered survey questions, along with rich administrative data, to understand the relationship between this at-scale, intensive PL program and a range of outcomes over two years, from 2016 to 2018. DCPS implemented LEAP simultaneously in every school at the beginning of the 2016–2017 school year. As a result, our ability to identify how our outcome variables would have changed in the absence of LEAP is limited. We address this issue by measuring differential implementation because the frequency of teacher participation in LEAP varied within schools, within LEAP teams within a year, or within a teacher across a two-year period. We hypothesize that more exposure to LEAP yields greater improvements in outcomes. In separate models, we attempt to limit competing explanations by controlling for: (1) observable attributes of teachers and time, and unobservable, time-invariant attributes of schools; (2) unobservable, time-invariant attributes of LEAP teams; and (3) unobservable, time-invariant attributes of teachers. Conclusions/Recommendations: We find that greater reported engagement with LEAP is associated with improved teacher perceptions of LEAP and the peer culture at their school, as well as improved teacher retention, especially at the school level. This suggests that PL programs that center within-school connections and supports for teachers—in this case, vertically structured LEAP teams led by school-based LEAP leaders—may support positive school-level outcomes. However, we find little evidence of improved teacher skills and teacher contributions to student achievement, at least in the first two years of LEAP implementation. It will take more time and research to understand the degree to which and ways in which the district’s investment in LEAP is associated with the range of desired outcomes.

A Systematic Review of the Literature on Inservice Professional Development Explicitly Addressing Race and Racism

This systematic literature review examines research on U.S. professional development (PD) in which practicing teachers are asked to engage explicitly with race and racism. Using Kennedy’s PD theories of action, this review examines 64 studies published from 1981 to 2019 and analyzes race-related PD goals, pedagogical approaches, and documented outcomes of PD. The body of scholarship shows an array of PD program goals, often-limited pedagogical explicitness and detail, and descriptive and developmental outcomes. Recent scholarship has centered racial-equity-oriented teachers and teachers of Color and identified PD characteristics associated with positive outcomes. Extant literature has seldom directly documented PD transfer and incorporation in schools or documented PD impact on students. Areas for future research include further leveraging scholarship on change processes including teacher learning and PD effectiveness, documenting teacher development beyond PD sessions, probing affordances of different PD settings and formats, and examining how PD ultimately impacts student experience.

Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized controlled trial

Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized controlled trial

Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices

This mixed-methods study investigated the learning and shifts in teaching practices that educators reported after participating in a trauma-informed schools professional development intervention. Training participants were 61 educators at a suburban U.S. elementary school. The year-long intervention included three after-school trainings, classroom coaching for a subset of teachers, and evaluation of school policies with administrators. Interview (n = 16) and survey (n = 22) data were collected. Quantitative results indicated that educators reported substantial shifts in their thinking and teaching practices. Almost half reported that their thinking shifted a lot and 55% reported that their practices shifted somewhat. Qualitative themes demonstrated increased understandings of trauma and secondary traumatic stress; increased empathy for students, families, colleagues, and compassion for self; enacting proactive strategies; reappraising interactions with students; increased collaboration with colleagues; and enacting self-care strategies as a result of participating in the professional development intervention. Results have implications for policy and practice, particularly the need for implementation and evaluation of trauma-informed approaches during and after the COVID-19 pandemic.