Workplace conditions for successful teacher professional development: School principals’ beliefs and practices

Abstract

This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made. AbstractResearch has increasingly shown that school principals exercised a significant role in teacher professional development (TPD). Nevertheless, the insights into the particular influence they exert in this process and how it is exercised still need to be developed. This article focuses on what school principals consider important working conditions for TDP and which leadership practices they use to realise these conditions in their schools. Using a multiple case study design, including 20 semi-strcutured interviews with primary

Surveying Early Intervention Providers to Identify Opportunities for Workforce Support to Strengthen Family-Centered Care

“…Their reliance on coworkers and supervisors for job support in these areas suggests that leveraging existing structures of peer-to-peer support within and across EI agencies might be helpful for job training and workforce enhancement. Indeed, the benefits of peer and supervisory support and communities of practice for adopting in-service training content have been long documented (Evers et al, 2016; Gaikhorst et al, 2019; Lim & Johnson, 2002; Seyler et al, 1998), though efforts to implement peer-to-peer support and training will also be influenced by the time and resources available to EI providers (Alitz et al, 2018), possible sources and streams of funding for peer-support initiatives, as well as availability of implementation supports.…”

“…Job stress among home visitors may result from large caseloads, administrative burden, and difficulty meeting challenging family needs (Alitz, et al, 2018; Brotherson et al, 2010). Conversely, the presence of peer and supervisory social support increases motivation among employees to engage in training opportunities and transfer learned skills to their practice (Evers, van der Heijden, & Kreijns, 2016; Gaikhorst, März, du Pré, & Geijsel, 2019; Lim & Johnson, 2002; Seyler, Holton, Bates, Burnett, & Carvalho, 1998). In addition to provider attitudes toward evidence-based care in general, burnout and social support may therefore impact interest or willingness to engage with training opportunities.…”

Principals’ Difficulties at Female Saudi Secondary Schools

“…Effective school principals contribute to the development of teachers and the entire school community, and to the students' performance (Ekpoh & Eze, 2015;Gaikhorst, März, du Pré, & Geijsel, 2019;Yousaf, 2018). A principal's duties include: (a) administrative work when he/she is allocating duties to teachers, planning schoolwork and formulating rules for the school; and (b) supervisory work which involves overseeing teachers' work checking their documentation of work performed, disciplining staff and students, and providing sufficient instruction (Adegbesan, 2008).…”

Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

“…Its core developmental activities take place within and outside the school environment (workplace). Gaikhorst et al (2019) assert that “as part of professional development (PD) activities in formal settings outside the workplace, one can mention workshops and seminars and inside the workplace activities study groups and mentoring”. TPD is a vital component in school development that culminate to teachers’ professional growth, well-being and success (Caspersen, 2015).…”

“…In this situation, an attractive workplace environment should be provided where learning consistently take place and benefits both the teachers and the learners (Phusavat et al , 2018). Also, previous researches have been carried out on: pre-service teachers to combine pedagogical theories with the real-life situation in the classroom setting by conducting a collaborative action research (Mugaloglu and Donganca, 2009), work-based learning experience of teachers in training at further education college in England (Orr and Simmons, 2010), developing pedagogy, which would help a school become a workplace for learning and PD (Phusavat et al , 2018), workplace conditions for successful TPD: school principals’ belief and practices (Gaikhorst et al , 2019) and TPD as work and at work (Bredeson, 2000). Some major critical issues have been identified in learning in the workplace within pre-service teacher education.…”