Implementation Of Professional Development Research Articles

More we or more me? How collaboration and autonomy connect with school climate, team innovativeness and school satisfaction among Korea’s teachers

ABSTRACT Prior large-scale research on teacher collaboration and autonomy has failed to distinguish effects within and between schools or among elementary and middle school teachers. This lack of research has implications for professional development in countries like Korea, where national policies have increasingly favoured teacher collaboration. We therefore employed multilevel structural equation modelling to analyse Teaching and Learning International Survey 2018 responses from 5,601 Korean elementary and middle school teachers. Our findings revealed significant direct and indirect effects among the variables of teachers’ perceptions of teacher collaboration, teacher autonomy, school climate, team innovativeness and school satisfaction. At the teacher level, the main differences between elementary school and middle school teachers related to classroom autonomy and team innovativeness. Collaboration and autonomy significantly predicted school satisfaction among elementary school teachers but not middle school teachers. There were also key differences in effects from teacher collaboration and classroom autonomy at the teacher and school levels. The most notable finding was that school climate mediated the relationship between classroom autonomy and school satisfaction at the teacher level. As these factors relate to the uptake and implementation of professional development, we provide key recommendations for local and national policy-makers hoping to optimise learning opportunities for teachers.

Identification of Science Teacher Profiles Based on Lesson Observation Data

It is characteristic that besides other duties teacher competence management and development is becoming a part of school responsibilities. Still, school leaders lack the experience and instruments to accomplish these duties. From a teacher’s perspective competence management and development can be seen as the process of identification and implementation of professional development (PD). An effective competence management approach that is widely used in business environments is the identification of required and actual competence profiles to judge which development is needed. Such a competence management approach isn’t characteristic of school environments, still a promising perspective on how to solve challenges regarding teacher PD (TPD). TPD interventions are often criticized as being too general (“one size fits all” dominates); therefore, the search for practices on how to “tailor” PD initiatives to individual teacher needs is topical for TPD research. An effective way to personalize TPD could be the determination of TPD profiles and the design of the PD around these profiles. Person-centered approaches dominate in the identification of science teacher profiles, as surveys and tests are commonly used. Examples, of how the identification of science teacher profiles can be done using lesson observation data are missing. Science teaching is a complex process; to limit the complexity of this study, the authors focus on teaching that promotes student conceptual understanding (CU). A mixed method study was designed and conducted in a sample of 26 science teachers, who represented urban municipalities’ science teacher population. The study included science teacher lesson observation and analysis, and determination of science teacher performance regarded teaching that promotes student CU. Science teacher performance data were used to identify teachers with similar performance across the selected criteria and to create science teacher profiles. A methodology for how lesson observation data can be used to identify teacher profiles in small teacher samples is described. Six various science teacher profiles in teaching that promote student understanding were identified, characterizing the variety of science TPD needs.

Utilization of continuous professional development among health professionals in East Ethiopia: a multi-health facility-based cross-sectional study

BackgroundHealthcare workers must maintain their knowledge, attitude, and skills regarding the most recent technology and competencies to deliver quality health care. The Ministry of Health, Ethiopia developed guidelines and directives for the utilization of continuous professional development programs. However, there is limited evidence on utilization and barriers to utilization in the study area. Therefore, this study aimed to assess the utilization and barriers to the utilization of continuous professional development among health professionals working in health facilities in eastern Ethiopia.MethodsA health facility-based cross-sectional quantitative study was conducted among 731 healthcare professionals from September 01, 2022, and October 30, 2022. A multistage sampling technique was utilized. A simple random sampling technique selected health facilities and study participants. A self-administered questionnaire developed from national continuous professional development guidelines was disseminated to healthcare professionals working in the selected forty health centers and four hospitals. STATA statistical package version 14 was used for data analysis. A descriptive summary was used to summarize the variables. A logistic regression model was used to assess the association between independent variables and the outcome variable. Adjusted odds ratios along with 95% CIs were estimated to assess the strength of the association, and a p-value < 0.05 was used to declare the level of statistical significance in the analysis.ResultsContinuous professional development utilization was determined for 731 healthcare professionals, of whom 241 (32.97%) [(95% CI: (29.55, 36.38)] had utilized continuous professional development. Lack of continuous professional development knowledge AOR 0.23 [(95% CI: 0.14, 0.37)], being female AOR 0.58 [(95% CI: 0.39, 0.86)], lack of internet access AOR 0.62 [(95% CI: 0.43, 0.89)], greater than 20 km distance from main road AOR 0.58 [(95% CI: 0.37, 0.91)], not heard importance of continuous educational units AOR 0.45 [(95% CI: 0.31, 0.65)], and poor perceived need of continuous professional development AOR 0.61 [(95% CI: 0.38, 0.97)], had a negative statistically significant association with the utilization of continuous professional development.ConclusionThe utilization of continuous professional development in the study area was low. Health sectors and stakeholders working on continuous professional development programs are required to focus on developing strategies for knowledge creation, female health workers, and access to the internet, remote areas, information on the importance of continuous educational units, and the variety of needs of professionals for continuous professional development implementation.

Implication of Professional Development on Teacher Retention in Public Secondary Schools of Nyabihu District

Professional development has been considered and functioned as a booster of any employees’ capacity and career growth, teaching included. This assertion is true in the sense that professional development leads to promotion and career change. Professional development improves employee dedication and capability by providing access to education and training opportunities in the workplace. The Rwandan government has been undergoing a stressful massive recruitment of teachers of secondary schools in order to respond to the needs expressed in NST1 of having improved quality education and building economic based education. The recent recruitment of the teaching staff included the non-certified teachers who eventually were introduced to teaching for a short period. However, it was observed that the latter introduction plays a minor role in retaining teachers in their profession as they keep moving from their job due to the major reason of lacking enough confidence in handling teaching practices. Nyabihu District has been identified among the districts that recognized high teacher turnover for several years back. Many solutions have been thought through REB and MINEDUC and continuous professional development processes have been adopted to update teachers’ capacity in teaching profession in order to stabilize the teacher retention. The main objective of this study was to explore the implication of professional development on teacher retention in Nyabihu District, Rwanda. The highlighted specific objectives were (i) to assess the contribution of induction and mentoring on teacher retention in public secondary schools of Nyabihu District (ii) to analyze the effect of the career ladder pathway on teacher retention in public secondary schools of Nyabihu District (iii) to determine the role of working condition on teacher retention in public secondary schools of Nyabihu District (iv) to identify the contribution of Teacher preparedness on teacher retention in public schools of Nyabihu District. This study used mixed method research design as a method of investigation that associates or integrates both qualitative and quantitative forms. The current study population is made of 662 teachers, 45 head teachers of government secondary schools and 45 Directors of education (DOS), thus the target population is 752. In this research purposive sampling was used to select schools and respective teachers, Directors of studies, Head teachers, in those schools due to their concern in the implementation of professional development in their schools. Questionnaires and interviews were utilized by the researcher to gather data. Tables and graphs were used to display the data after they had been examined using descriptive statistics (frequencies and percentages). Generally, the findings of the study indicated that new teachers are not inducted which shows that this dimension is poorly planned during teachers’ recruitment (34 % of respondents strongly disagreed and 31.5% disagreed) against less than 25% of the respondents who have positively supported each of the items about induction and mentoring of teachers. The findings again indicated that the tendency of the majority of the respondents directed towards the disagreement side of the statements under career pathway development (13.3% strongly disagreed and 40% disagreed) against less than 10% who approved that career pathway processes exist in the schools as one way for professional development. Moreover, the findings indicated that the existing working circumstance neither support teachers nor promote their feeling and mind to do well their profession. Finally, the findings indicated that respondents were against the point that the preparation and planning are important aspects of good teaching and pull teachers to stay in the profession. Therefore, the research recommended that the government institutions in charge of implementation of education policies in regard of teacher professional development wake up for the raised issues such that the teacher retention in teaching profession can be maintained in Nyabihu District and in Rwanda in general. The recommendations also went to innovation of many other mentoring and coaching initiatives that aim at retaining teachers at work together with teachers own initiative to increase their level of education for them to become more professionals.

Emotion-Focused Teaching Differs Across Preschool Activity Settings

This study explores how observed emotion-focused teaching in preschool classrooms differs across classroom activity settings. Forty-three teachers were observed across several mornings. A total of 1,604 video cycles were coded for levels of emotion-focused teaching (e.g., total, modeling, responding, and instructing) and their activity settings (e.g., mealtimes and transition). Activity settings seemed to afford—to varying degrees for different teachers—the opportunity to interact with children around their emotional learning. Small-group activity settings had the highest levels of emotion-focused teaching, and mealtimes had the lowest. Emotion instructing occurred most often during whole-group interactions, and emotion modeling occurred most often during children’s independent work. Findings can inform the creation and implementation of professional development to promote these emotion-focused teaching practices. While research is increasingly demonstrating the value of emotion-focused teaching, understanding the variability of such practice over the various activity settings may identify opportunities to enhance the intentional support of children’s emotional learning.

The effect of school leaders' management towards teachers' satisfaction: a quantitative analysis

This study aimed to determine the extent of school leaders’ management in terms of its instructional coaching, management of resources and implementation of professional development, and its significant effect toward satisfaction among secondary school teachers under the selected three public secondary schools in Tawi-Tawi Province through descriptive-quantitative research design. Also, research problems were responded by teachers which were selected randomly. Along with this study, findings revealed that the school leaders were able to served their managerial functions such as instructional coaching, management of resources and implementation of professional development with the overall mean of 2.82 and this lead into the significant effect towards teachers’ satisfaction with the p-value of 0.00 supported with an r-value of 0.91 interpreted as strongly correlated which implies that the extent of school leaders’ services in management significantly contributes towards teachers’ satisfaction. In line with this findings, further recommends that the promotion of school leaders’ practices pertaining on their leadership management to prolong and maintain teachers’ satisfaction, consider teachers’ welfare, suggestions and recommendation in schools’ planning and management, develop a policy that allow teachers to evaluate the quality of services rendered by school leaders and meeting its indicators to sustain teachers’ welfare that contributes general consensus of the school.

Pendekatan Supervisi Direktif dalam Pembinaan Guru Madrasah Tsanawiyah

Researchers found that educators were less effective in delivering material, so it was necessary to hold supervision, the principal as a supervisor must understand his duties and must also be able to be open to the teacher by involving the teacher in any planning to be carried out, so that the purpose of this study is that the teacher as an object can understand their duties and make improvements in order to improve the quality and better quality of education for the future. This research uses a qualitative approach, the data collection method is carried out with a naturalistic or interpretive paradigm. Data were collected from natural settings as a direct data source through interviews, observation and documentation. The results of this study are the directive supervision approach at MTs Unggulan Perwanida Blitar based on a behavoristic psychological understanding because some teachers are not qualified in delivering material, it is necessary to provide stimulation so that they can react better. Supervisors can use reinforcement or punishment in providing stimulus. As a means to support the implementation of professional development.

SVEIKATOS PRIEŽIŪROS SPECIALISTŲ KVALIFIKACIJOS TOBULINIMO POREIKIAI IR YPATUMAI

The professional development of health-care workers is a key prerequisite for professional success, and its effectiveness contributes to the quality of health-care services at any level of health-care institution. Health-care professionals face constant changes, as a challenge to adapt to the competitive environment around them. This makes it important to ensure that health-care workers have effective training to meet their professional development needs. Thus, the aim of this study is to analyse the theoretical assumptions of professional development, and to reveal the attitudes of health-care professionals towards the needs and specifics of professional development. The study has indicated that the professional development for health-care workers is result-oriented, yet of insufficient quality, with organisational, financial and other problems. It has been found that the planning and implementation of professional development for health-care professionals is subject to specific requirements. The combination of these requirements and the way they are evolving imply that the needs and specifics of health-care professionals in the field of professional development need to be addressed beyond doubt.

Preliminary Evaluation of a Mobile, Web-Based Coaching Tool to Improve Pre-K Classroom Practices and Enhance Learning

Educators rely on professional development to improve instruction. Research suggests that instructional coaching which utilizes specific coaching practices, such as classroom observation followed by debriefing and goal setting, and integrated strategies such as co-teaching, bring about significant change in instructional practices. The goal of this study was to gauge whether or not the use of a web-based data collection and coaching tool led to changes in focal classroom practices and whether or not improving those practices was, in turn, related to students’ academic and self-regulation gains across the prekindergarten year. To examine the implementation and impact of the coaching app, researchers conducted a cluster-randomized trial, comparing the classroom practices of teachers receiving business-as-usual coaching to those being coached with the app. Classroom observation data showed no significant differences in teachers’ practices across the school year, and student achievement did not differ between conditions. Qualitative data from coach interviews, however, revealed that coaches using the app were more likely to employ integrated coaching strategies associated with improving instruction. The lack of differences in terms of teachers’ practices and students’ assessment gains may be due to a lack of statistical power and inconsistent professional development implementation associated with ongoing disruptions due to the pandemic. Further research examining the effectiveness of educational technologies supporting professional development is needed.

CÁC VẤN ĐỀ LÍ LUẬN VỀ BỒI DƯỠNG CHUYÊN MÔN, NGHIỆP VỤ CHO GIÁO VIÊN Ở CÁC TRƯỜNG PHỔ THÔNG CÓ HỌC SINH KHUYẾT TẬT HỌC HÒA NHẬP THÔNG QUA HÌNH THỨC HỌC TẬP CỘNG ĐỒNG TRONG NHÀ TRƯỜNG VÀ MẠNG LƯỚI TRƯỜNG HỌC KẾT NỐI

Professional training development for teachers in general schools including students with disabilities has been carried out in recent years. In addition to the traditional forms of in-service training, a number of new forms have been used and shown to be advantageous and effective in meeting the requirements of teachers' professional development and implementation of the current general education program 2018. The content of the article focuses on studying some theoretical issues of the research topic, on that basis, giving instructions for the implementation of professional development for teachers through the forms of community learning and blended network schools for teachers in general schools including students with disabilities in order to effectively and qualitatively meet current practical requirements in schools of the country.

Nurse leaders' experiences of professional responsibility towards developing nursing competence in general wards: A qualitative study.

To explore nurse leaders' experiences of professional responsibility to facilitate nursing competence in general wards. Nurse leaders are responsible for maintaining high levels of competence among nurses to improve patient safety. Qualitative analysis was conducted between February and April 2019 using semi-structured interview data from 12 nurse leaders in surgical and medical wards at three Norwegian hospitals. Four main themes were identified: struggle to achieve nursing staff competence; focus on operational and budgetary requirements rather than professional development; demands to organize sick leaves and holiday periods; and challenges in facilitating professional development. Nurse leaders felt that their responsibilities were overwhelming and challenging. They witnessed more support for current administrative tasks than for the implementation of professional development. Additionally, unclear work instructions from the employer provided few opportunities to facilitate professional development. Hospital management failed to ensure quality of care and patient safety in general wards by not supporting the strengthening of nurses' professional competence and preventing turnover. Management may integrate formal work instructions that clarify nurse leaders' responsibilities as professional developers, allowing nurse leaders to meet their obligation of maintaining adequate professional competence among nursing staff in general wards.

Motivation for vocational training among fishing industry workers

The article presents the results of training motivation study in the system of labor motivation among the fishing industry employees on the example of fishing trawler employees from LLC "Russian Fish Industry Company" (Vladivostok). The fishing industry was selected due to the high importance of this area for the regional economy development, the large number of employees involved, and because of rapid changes in production technologies that require timely personnel training. The company development strategy is to modernize production and increase labor productivity, which requires the provision of the industry with the personnel motivated to acquire new knowledge and master modern technologies. The study was carried out to identify the features of motivation to train employees as a mechanism for the professional development implementation. The methodological basis of the study was the psychological and sociological approach to the study of the work motive structure and the construction of motivational profiles based on a comparative analysis of the results in the context of age groups and various job categories. The main research method used was the survey of employees, as well as the statistical methods of data processing. Thus, significant differences were established between employees during evaluation the generally accepted motives of work, and their significance was determined; the level of motivation for training and the characteristics of the motivational sphere of the ship personnel were revealed; according to the degree of importance of motives and their severity, the interviewed employees formed motivational profiles, obtained data on the subjective assessment of their qualification level; they studied the factors contributing to the desire for professional development increase. In order to optimize the processes of employee motivation management, it is proposed to use individual approaches to motivate training, and improve training methods. The conclusion is made about the positive influence of changes on the training effectiveness and the activities of employees in general in the motivation system.

“Now We All Share the Same Knowledge Base”-Evaluating Professional Development Targeting Preschool Staff’s Understanding of Autism and Inclusion Skills

Using a mixed-methods intervention approach this study examined the impact and process of a professional development and whether it induces changes in attitudes and practices related to autism among preschool professionals. We assessed professionals’ understanding of autism and their inclusion skills using questionnaires, audio-recorded seminars, and interviews pre- and post-intervention. Professionals, autistic children, and their parents participated. The results indicate that professional development improved attitudes and inclusive practices related to autism as experienced by professionals and parents but not as evident by autistic children. We conclude that professional development is likely to improve preschool staff’s autism knowledge and skills that may be beneficial to create inclusive education and enhance equity and learning outcomes for autistic children. We discuss organizational prerequisites as decisive for the implementation of professional development.

Exploring Factors that Influence the Effective Implementation of Professional Development Programmes on Invitational Education

Professional development (PD) has emerged over that last decade as a recognisedarea of study (Evans 2002). PD of teachers is seen as an essential ingredientfor creating effective schools and raising students’ performance (Rhodes &amp;Houghton-Hill 2000; Wood &amp; Millichamp 2000; Birman, Desimone, Porter &amp;Garet 2000). Since teachers have the most direct contact with students as wellas a considerable control over what is taught and how it is taught, it is reasonablyassumed that enhancing teachers’ knowledge, skills and attitudes is a criticalstep in improving learner performance (King &amp; Newman 2001; Ribisch1999; Anonymous 2001/2002). It is necessary to realise that teachers cannothope to use the most sophisticated approach to student learning unless they haveboth the skills to use it and the desire to implement it (Shaw 2003).

Istota i miejsce doskonalenia nauczycieli w polskim systemie prawnym – formy doskonalenia zawodowego nauczycieli. Z doświadczeń Powiatowego Centrum Doskonalenia Zawodowego Nauczycieli w Puławach

The article attempts to analyze the conditions of the systemic implementation of professional development in the Polish education system. The legal basis of the teacher training system and the elements of this system in Poland were discussed. The development trends of the system were shown both in the area of gaining qualifications by teachers and improving the knowledge and skills already possessed. The specificity of teachers’ work in the aspect of socio-economic changes and the need for continuous improvement were emphasized. An analysis of the research in the area of educational needs of the educational environment was carried out in the aspect of preferences regarding the forms of in-service training within the functioning of the poviat public teacher training institution, which allowed to indicate the tendencies and preferences of teachers in the area of in-service training.

Problem Solving Within the Mathematics Classroom: Challenges and Recommendations

This research (the second part of a 2-part study) sought to investigate selected high school teachers’ knowledge and use of a problem solving approach to mathematics teaching and learning. It also examined the challenges that they experienced in implementing this pedagogical approach. A survey research design was used for this research whereby data were collected using a questionnaire with closed- and open-ended items. Thirty-one high school teachers from Jamaica participated in the study. The findings indicated that the teachers generally used a problem solving approach during instruction very regularly and felt extremely competent when using the approach. Some of the most frequently reported challenges included students’ lack of interest and tenacity in solving problems; teachers’ heavy workload; and the time consuming nature of the approach. One key recommendation to address the challenges raised is implementation of professional development for teachers to guide them in effectively incorporating problem solving as a teaching/learning approach in the mathematics classroom.

Професійне самовдосконалення викладачів вищої військової школи

The article presents the meaning of the concepts of “professional and pedagogical activityˮ, “professional developmentˮ and shows that professional development is a multifaceted process of acquiring and using new knowledge, skills and qualities that are necessary for highly effective implementation of professional pedagogical activity. It is noted that professional development is a process of transforming the teacher’s individuality, aimed at self-improvement and achievement of acmeological peaks in professional activity; the features of professional and pedagogical activity of a teacher of higher military educational institution are singled out in the article. The stages of professional development of a teacher (choice of profession, professional education and training, professional adaptation, professional competence, professionalism, mastery and innovation) are analyzed. It is identified that self-improvement is implemented in two interrelated ways: self-education and personal development. A brief meaningful characteristic of these concepts is offered. The stages of self-improvement of scientific and pedagogical workers are characterized: the stage of self-knowledge (the initial stage of cognitive activity of a person), the stage of creating a personal self-improvement program (formation of goals and ideals for achieving one’s goal), the stage of implementation of self-improvement program (professional development implementation complex), the stage of control and regulation of self-improvement process (evaluation of achieved results). On the basis of theoretical analysis and selected results of the empirical research, the author offers advice for teachers of higher military educational institutions for their professional self-improvement. It is determined that constant improvement of professional skills is an important factor in the professional development of a scientific and pedagogical worker. Keywords: pedagogical activity, higher military education institution, professional development, stages of professional development, self-improvement, self-education, innovativeness.

Guiding Principals: Middle-Manager Coaching and Human-Capital Reform

Background/Context School leaders are central to state and district human-capital reforms (HCRs), yet they are rarely equipped with the skills to implement new evaluation, professional development, and personnel data systems. Although districts increasingly offer principals coaching and training, there has been limited empirical work on how these supports influence principals’ HCR-related practices. Purpose Drawing on a two-year, mixed-methods study in the Los Angeles Unified School District (LAUSD), this article examines the role of principal supervisors in HCRs. We ask: What role did principal supervisors (Instructional Directors [IDs]) play in the implementation of human-capital reforms? What did high-quality coaching on the part of IDs look like in this context? Research Design Our two-part analysis draws upon survey and interview data. First, we conducted descriptive analyses and significance testing using principal and ID survey data to examine the correlations among principals’ ratings of ID coaching quality, ID coaching practices, and principals’ implementation of HCRs. Second, we conducted in-depth interviews, using a think-aloud protocol, with two sets of IDs—those consistently highly-rated and those with mixed ratings—who were identified using principals’ reports of coaching quality. Following interview coding, we created various case-ordered metamatrix displays to analyze our qualitative data in order to identify patterns in coaching strategy and approach across IDs, content, and contexts. Findings First, our survey data indicate that receiving high-quality coaching from IDs is correlated with stronger principal support for and implementation of HCRs. Our survey findings further illustrate that IDs support a wide range of principals’ HCR activities. Second, our think-aloud interviews with case IDs demonstrate that coaching strategy and approach vary between consistently highly-rated and mixed-rated coaches: Consistently highly-rated IDs emphasize the importance of engaging in, or defining HCR problems as, joint work alongside principals, while mixed-rated IDs often emphasize the use of tools to guide principal improvement. We find that, on the whole, the consistently highly-rated IDs in our sample employ a nondirective approach to coaching more often than mixed-rated coaches. Conclusions These findings contribute to a growing literature on the crucial role of principal supervisors as coaches to improve principals’ instructional leadership and policy implementation. While exploratory, this study offers the first steps toward building greater evidence of the connections between high-quality coaching and policy implementation, and it may have implications for the design and implementation of professional development for principal supervisors and the selection and placement of supervisors with principals.

أسس التنمية المهنية لمديري المدارس ومتطلباتها ومعوقاتها

المستخلص : هدف البحث إلى تعرف أسس التنمية المهنية لمديري المدارس؛ انطلاقا من أن التنمية المهنية تعد من أهم المفاهيم التي تتصل بترقية قدرات الإنسان في مجالات العمل المختلفة. وأنه على مستوى الإدارة التعليمية بدأ الاهتمام يتزايد بالتنمية المهنية لمديري المدارس، وأصبحت ضرورة في ظل عالم سريع التغيرات؛ جعلت دور مدير المدرسة يتسع وتزداد أعباءه ومسئولياته التي فرضتها طبيعة العصر وتحدياته. وذکرت الباحثة أن مفهوم التنمية المهنية لمديري المدارس يتبلور في کونها عملية مخططة ومنظمة، تستهدف تطوير مهارات وخبرات المديرين المهنية، لأجل تحسين الأداء المهني لتحقيق الأهداف المطلوبة في المؤسسات التعليمية. وأکدت على أن التنمية المهنية غايتها تطوير أداء القيادات في ضوء خبراتهم . وبينت الباحثة مبررات ودواعي التنمية المهنية، کما أشارت إلى أهميتها بالنسبة لمديري المدارس، ورصدت الباحثة أهم مجالات التنمية المهنية ومداخلها، وأشارت إلى أن إحداث التنمية المهنية في مجموعها بشکل عام يقتضي الاهتمام والعناية بمختلف المداخل وأکدت على مدخل إدارة المعرفة باعتباره مدخلا مهما في ضوء تنامي المعرفة في الوقت الراهن وتطور التکنولوجيا المتصلة بها، کما ذکرت أساليب التنمية المهنية، ومعوقاتها والسلبيات التي تحد من نجاح جهودها، وأکدت على ضرورة توفير المتطلبات المادية والبشرية والتنظيمية اللازمة لنجاح برامج التنمية. الکلمات المفتاحية : أسس التنمية المهنية – متطلباتها - معوقاتها . Principles of Professional Development for School Principals, Requirements and Constraints Montha Ibrahem Al-Khames PhD Scholar at Department of Education Principles Qena Faculty of Education, South Valley University Abstract: This research aimed to identify the foundations of professional development for school principals, based on the fact that professional development is one of the most important concepts related to upgrading human capabilities in various fields of work. Moreover, at the level of educational administration, interest in the professional development of school principals began to increase, which rendered it indispensable in light of this rapidly changing world, which witnessed an expansion of the school principal’s role and an increase in the burdens and responsibilities he/she assumes as dictated by the nature and challenges of the times.The researcher stated that the concept of professional development for school principals manifests itself in the fact that it is a planned and organized process aimed at developing the professional skills and expertise of principals, in order to improve professional performance and achieve the required objectives in educational institutions. She also emphasized that professional development aims at developing the leaders’ performance in light of their expertise.The researcher explained the justifications and reasons for professional development, pointing out its importance for school principals. She also monitored the most important areas and approaches of professional development, indicating that the implementation of professional development as a whole requires in general paying close attention to the various approaches, emphasizing the importance of the knowledge management approach in light of the currently growing knowledge, and the advances witnessed by the technology associated with it. She also pointed out the methods of professional development. Keywords: Principles of Professional Development – Requirements – Constraints.

Factors That Influence Curricular Adoption in a Sustainability Focused Marine Science Professional Development for In-Service Teachers

The focus of this article is on the evaluation and outcomes of a professional learning opportunity that focused on 13 current K–12 public school science educators in the United States. This teacher training concentrated on sustainability education that utilized marine sciences as a unifying concept. Findings from this training helped to identify models within teacher professional development in marine science that lead to comprehensive adoption of presented curricula. Four established models/frameworks of professional development were identified and their subsequent classroom implementation was evaluated. Results include adoption rates of the various session materials, the impact and effect size of differing variables (such as deliverables or standards alignment) among the four models and their frameworks and changes in perceptions towards sustainability initiatives. These outcomes underscore several methods and strategies for successful science teacher professional development implementation in regard to marine sciences.