Professional development in schools: predictors of effectiveness and implications for statewide PBIS trainings

Palmer, Katelyn; Noltemeyer, Amity

doi:10.1080/13664530.2019.1660211

Cited by 4 publications

(1 citation statement)

References 37 publications

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“…The contextual dynamics such as political, economic, and social environment inclined to affect teachers' motivation to aspire for teaching profession in general and CPD activities in particular (Esayas & Congman, 2021). The other dynamics related to school policy settings such as school work culture, curriculum practices, leaderships, and local contexts of schools where teachers' CPD enacted affect implementation of its activities (Adams & Mann, 2020;Palmer & Noltemeyer, 2019). This influences the quality of teachers' professional competencies and students' learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia regional state, Ethiopia

Geletu

2024

Journal of Adult and Continuing Education

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The study evaluated the relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia Regional State. The researcher used a mixed method with concurrent triangulation design. The researcher selected a total of 618 samples of the study using different sampling techniques such as purposive, convenience, stratified, and simple random sampling techniques. The data were collected from primary sources of data such as teachers, mentors, principals, supervisors, coordinating committees, and parents using questionnaires, interview, focus group discussion, document examination, and observation. The researcher analyzed the data using mean, standard deviation, one-way ANOVA and post-hoc test, and thematic narration. The findings of study showed that teachers’ professional development practices were powerless to update professional competencies and improve professional and innovative pedagogical practices in classrooms. Primary school teachers were not learning proficiently from continuous professional development practices to ensure basic and specific professional competencies required in classrooms. The implementations of reflective activities such as action researches, classroom observation, differentiated learning, collaborative learning, microteaching, and lesson studies couldn’t contribute to practical changes. The study forecasts the requirement of context specific policy framework and practical toolkit for newly deployed and experienced teachers rather than focusing on the generic policy document.

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Section: Introductionmentioning

confidence: 99%

Relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia regional state, Ethiopia

Geletu

2024

Journal of Adult and Continuing Education

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School-based continuous professional development of teachers: a case study of primary school teachers in Ethiopia

Taddese

Rao

2021

Education 3-13

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Teacher professional learning and development: linear discourses and complexities of teacher learning

Phantharakphong

Liyanage

2021

Asia-Pacific Journal of Teacher Education

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Professional development in schools: predictors of effectiveness and implications for statewide PBIS trainings

Abstract: The data reported in this thesis were collected in part under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

Cited by 4 publications

References 37 publications

Relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia regional state, Ethiopia

Relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia regional state, Ethiopia

School-based continuous professional development of teachers: a case study of primary school teachers in Ethiopia

Teacher professional learning and development: linear discourses and complexities of teacher learning

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