Factors that Impact Teachers’ Learning: Merging Technology with Education in Professional Development (Published)
In recent years, technology’s value is realized through how it has become part of our daily lives. As technology continues to evolve, so do people’s need to be updated with it. Teachers are one of the many professionals who can productively benefit from technology. The adoption of digital technologies in the education sector has enabled teachers to access content and assisted them in providing instruction. Moreover, the Internet helps teachers to share and compare ideas with colleagues. Since the use of technology has become commonplace, it is advisable to train teachers on how they can effectively use digital devices in the classroom. This paper examines how technology can help teachers in the classroom and explores professional development as an essential element in assisting teachers to adapt to the constant technological advances. Furthermore, the study explores how technology is being incorporated into the classroom. The study also discusses the controversy behind its use. The paper draws from past literature on the use of technology in teachers’ professional development.
The rapid changes in the socio-economic environment and the consequent pressures for educational reforms make it more than necessary to empower teachers who need to redefine their teaching strategies to meet students’ differentiated needs. Related studies suggest that teachers need to feel empowered to be effective and empower students. Therefore, the empowerment of teachers is at the center of the processes for quality improvement and school upgrade. The purpose of this study is to capture the views of primary education teachers on the opportunities for professional empowerment provided in their school environment. A total of 124 primary education teachers in Ilia Prefecture who participated in the quantitative sample survey completed an electronic questionnaire based on the Teacher Empowerment Scale. The presentation and analysis of the findings show that participants in all dimensions of empowerment have moderate to high degree of agreement. Specifically, the highest average dimension is that of decision-making, while the lowest average is that of professional development.
The OECD has a long history of engagement with major United Nations (UN) processes on human development and well-being. Through its policies and important official texts, it has contributed to shaping the framework of international and national policies regarding people’s evolution and development. These policies are of great importance given that the working environment is becoming more and more global, dynamic, multidimensional and complex. Consequently, the effectiveness of human resources is a matter of major importance, leading most organizations and enterprises to pursue employee’s professional development and the comprehensive improvement of their skills. This study, through the qualitative analysis of the OECD’s text “OECD SKILLS OUTLOOK 2017: SKILLS AND GLOBAL VALUE CHAINS” comes to examine the types of skills proposed by the OECD and their characteristics, the benefits of developing and cultivating these skills, the ways they are planned and whether their planning is influenced by the spirit of corresponding international and European policies. The analysis of the text shows that there is a strong demand for mixed skills. In addition it seems that the design and development of the right and appropriate skills is a complex and multidimensional issue, as several agents are called upon to work together and contribute to both international and national levels. Regarding the benefits, one of great importance is that right skills help countries integrate into global markets and specialize in the most technologically advanced industries. Besides they help individuals face the potential of unemployment, job losses and lower job quality.
Relationship between Professional Development of Head Teachers and Supervision Of Instruction in Ghanaian Basic Schools (Published)
While a number of training programmes are organized to strengthen the supervisory roles of headteachers in Ghanaian basic schools, research suggests that the quality of instructional supervision remains poor. Employing quantitative research paradigm, this study sought to explore the relationship between professional development and supervision of instruction of headteachers in the basic schools of one educational district in Ghana. The study results showed that while engagement in both formal and informal professional development activities correlated with instructional supervision, only the engagement in informal professional development activities significantly predicted supervision and evaluation of instruction. This suggests that informal learning experiences appear to be valuable than formal professional development activities in the selected district. Educational authorities in Ghana therefore need to coordinate and strengthen the existing informal/on-the-job learning strategies in schools to facilitate the supervisory skills of headteachers.
Effects of Gender on Emotional Intelligence and Professional Development In Secondary School Teachers (Published)
The study was focused to determine the effect of gender on emotional intelligence and professional development in male and female secondary school teachers. The objectives of the study were, i) Finding the psychometric properties of the scales used in the study. ii) Comparing male and female secondary school teachers on the variable of emotional intelligence iii) Comparing male and female secondary school teachers on the variable of professional development. The research study was co-relational and comparative study with survey type. The sample consisted of 200 secondary school teachers (100 male and 100 female teachers). The questionnaires were based on five point Likert Scale. Once the data was selected, it was presented and tabulated. The data was analyzed using statistical tools i.e. percentages, mean scores, standard deviations, correlation and t-test scores. The item total correlation and inter-scale correlation coefficients suggested that both scales and their sub-scales are also strongly and significantly correlated to each other at 0.01 levels of significance. Some major findings of the research study indicated that female secondary school teachers were more emotionally intelligent and professionally developed than male secondary school teachers. Both variables emotional intelligence and professional development seemed to correlate with gender significantly at 0.01 levels. High mean scores on female secondary school teachers indicated high level of emotional intelligence and professional development and low mean scores on male secondary school teachers indicated low level of emotional intelligence and professional development as compared to females.
Keywords: Educational Management, Educational Planning and Leadership, Educational Psychology, Emotional Intelligence, Human Resource Management, Professional Development, Secondary Schools Teachers, Teacher Education, Teaching Strategies
Teacher Professional Development and Quality Universal Basic Education in Lagos State, Nigeria (Published)
The study aimed at investigating the relationship between teachers’ professional development and quality Universal Basic Education. The study area was Lagos State. Three hypotheses were formulated to guide the study. Correlation design was used for the study and simple random sampling technique was used to select 500 teachers from the primary and junior secondary schools for the study. Data for the study were collected by the use of a researchers’ developed instrument titled “Teacher Professional Development and Quality Universal Basic Education Questionnaire (TDPQUBEQ)”. The instrument was a 4-point Likert type scale and consisted of 20 items. The reliability coefficient was .85, using Cronbach Alpha reliability method. Pearson product moment correlation statistics was used for data analysis. The findings of the study revealed that teacher participation in induction programme, ICT training and seminars/workshop significantly related to quality Universal Basic Education in Lagos State. Premised on these findings, it was recommended that the government and relevant agencies should intensify effort on the provision for teachers’ professional development through in-service education to enhance sustainable quality universal basic education. The government and relevant agencies should provide more opportunities for UBE teachers to attend ICT training programmes in order to be ICT compliant. This is necessary to enhance their instructional delivery effectiveness.
The positive impact of professional development of a teacher on a student’s learning outcomes is an indisputable fact. Among the many factors that influence student achievement teacher quality has become one of the determining factors. Acknowledging this fact triggers questions such as what is teacher quality and how does professional development ensure qualitative teaching. The paper tries to explore the parameters of teacher quality and emphasizes the necessity of updating oneself regularly to meet the challenges of teaching profession. It further explores methods and means of acquiring professional development.
This study investigates the different aspects that determine teacher professional development in teaching English language. It aims at explaining the concept of professional development, pin-pointing the necessity for teacher professional development in today’s world, and exploring the field of teacher development in order to find out the best opportunities and activities. The study hypothesizes that teacher professional development leads to greater achievement in education. The data were collected through a questionnaire from teachers of English language in secondary schools. The results revealed that: Teachers have their own role to play in their professional development along with the role to be played with the government. In today’s changing world, ongoing professional development is very crucial, teachers become highly confidential with their positive beliefs in what they are doing , for professional development both experience and reflective teaching are required, sharing experience and ideas between colleagues gives teachers a feeling of community and belonging . The study recommended that teacher professional development should be seen as a necessity in teacher’s growth and student’s achievements; and teachers should take part in the responsibility for their professional development.
EFFECTS OF EDUCATIONAL SUPERVISION ON PROFESSIONAL DEVELOPMENT: PERCEPTION OF PUBLIC BASIC SCHOOL TEACHERS AT WINNEBA, GHANA (Published)
Educational supervision is very vital in the professional development of teachers. The study therefore aims at investigating the perception of public basic school teachers at Winneba, Ghana, on educational supervision in relation to their professional development. In all, 106 teachers of the public basic schools in Winneba who had spent at least a year at their respective schools were randomly selected and used for the study. The questionnaire was used to collect the data. One key finding from the study is that generally, majority of the teachers perceived educational supervision as having a positive impact on their professional development in terms of developing experience; curriculum, teaching methods and materials; classroom management; characteristics of pupils; and assessment. They also perceive educational supervision as helping to identify the needs of teachers and accordingly, plans professional development activities. Another finding is that educational supervisors highlight the strengths of teachers’ performance and encourage them to reflect on their challenges through which solutions are found to overcome them. More so, there is no significant difference in the views of male and female teachers of public basic schools at Winneba, in terms of developing their experiences, classroom management, characteristics of the pupils they teach, and assessment techniques. However, there is a significant difference in their responses in terms of curriculum, teaching methods and materials. The study, therefore, recommends that frequent and effective professional development activities should be organized by educational supervisors to enable teachers identify and develop their strengths, and address their weaknesses. Also, educational supervisors should not be interested in finding faults of teachers but more importantly, dialogue with teachers to identify their strengths and weaknesses in order to improve on their professional knowledge, skills and experiences.
Adequacy Of Professional Development Of English Language Teacher Educators In Primary Teachers’ Colleges: A Paradigm Shift In Kenya (Published)
This study was an investigation of the professional development of English language teacher educators in Kenya Primary Teachers Colleges. The purpose and objectives of this study were to investigate the paradigm shift in nature, strategies and adequacy of professional development of language teacher educators and its implication on the teacher education for primary schools teachers in Kenya. This study was guided by Vygostky’s ZPD and Constructivism theories. Relevant to this theory is a Conceptual framework of professional development of English language teacher educators and its implication on teacher education programme. Research design guiding this study was mixed method within the philosophical paradigm of post-positivism and constructivists’ world views. The target population consists of the teacher educators and the teacher trainees. The study used questionnaires, interview schedules and observations worksheets to collect data which was later organized, analyzed using SPSS program and presented using tables, graphs and charts. The findings of this study established that there is no appropriate professional development of teacher educators of English language in Kenya’s primary teachers college. The nature of existing professional development does not bridge the gap between theory and practice and it resides within the old paradigm. There is also very limited holistic approach to professional development. The present practice has a negative implication on teacher education in Kenya. This study recommends effective professional development of teacher educators of English language among others. This revelation will help to improve the quality of English language teacher education in Kenya and other developing countries
Professional Development On Teachers’ Academic Performance In Secondary Schools In Etche Local Government Area (Published)
The project reflects on professional development on teachers academic performance in secondary schools in Etche Local Government Area. It is a literature study. The result of the findings indicated that professional development of teachers refocusing the status quo of the school system hence contributing to high level of academic standard; in-service training fully integrates teachers’ talents and potentiality towards realizing the objectives and goals of the school system; workshops/conferences/seminars provide the medium for sharing assumptions, values, beliefs as well as engendering inter institutional resources and exchanging scholarly ideas. It is therefore concluded that enabling environment and opportunities be created for consistent acquisition of knowledge, skills and potentialities to pursuit the academic excellence. Hence, it is recommended that sufficient resources should be provided to assure effectiveness during the programme; there should be provision for positive reinforcement after training for transmission of the acquired knowledge and skills; varieties of development programme or activities should be provided to accommodate the interest of non-academic staff; teachers should be allowed to use research/publication as a yardstick for their promotion as in the universities system
Evaluation of Strengthening of Mathematics and Science in Secondary Education (SMASSE) Program. A case study of Murang’a South District, Kenya (Published)
The purpose of the study was to assess the extent to which the SMASSE INSET program has been effective since it was started in 1998. SMASSE came into being when the consistently poor performance in Mathematics and Science (Biology, Chemistry and Physics) became a matter of serious concern. Although dismal performance in these subjects had almost been accepted as the norm in some schools, the Ministry of Education and other stakeholders felt there had to be an intervention, hence the Strengthening of Mathematics and Science in Secondary schools. The INSET Curriculum was thus developed to upgrade and strengthen teacher competent in the teaching of Science and Mathematics subjects.
The program activities are centred on the ASEI (Activity, Student, Experiment, and Improvisation) & PDSI (Plan, Do, See and Improve ) approach, which emphasize on learner – centred preparation and presentation of lessons. The study targeted the teachers of Science and Mathematics, learners, SMASSE trainers, Principals, District Quality and Assurance and Standard Officer Murang’a South District and the training program itself. The study involved five schools in Murang’a South District which were selected through convenience method. The study adopted the Kirkpatrick model of training evaluation.
Questionnaires and observation schedule were used to collect data. Although there was some significant improvement in performance of Science and Mathematics subjects, a lot need to be done to improve the attitude of teachers. It clearly emerged that, majority of teachers are coerced to attend the inset training. However, majority of teachers use the recommended practices of teaching like PDSI and ASEI which have increased the learners’ interest in the learning of Science and Mathematics.