| || || Mohan, Parmeshwar Prasad|
| || || Teachers' perceptions of professional development at two Fijian secondary schools|
Author:Mohan, Parmeshwar Prasad
Institution: University of the South Pacific.
Subject: Teachers -- In-service training -- Fiji , Teachers -- Training of -- Fiji, Career development -- Fiji
Call No.: pac LB 1731 .M64 2015
Copyright:10-20% of this thesis may be copied without the authors written permission
Abstract: This research examines teachers’ perceptions of Professional Development (PD) programmes in two Fiji secondary schools. Effective PD for teachers is regarded as a crucial ingredient in successful implementation of educational reforms. A principal and two sub research questions guide the study: What are teachers’ perceptions of current PD programmes? a) What are teachers’ perceptions of the impact of current PD programmes on learning and teaching? b) How did apprentice and experienced teachers perceive the current PD programmes in terms of acquiring new knowledge and skills? Using a qualitative research design, data were gathered by means of document analysis and semi-structured interviews with 20 experienced and 10 apprentice teachers from the two case study secondary schools. All interviews were recorded and transcribed. Subsequent analysis of the data delineated themes that emerged after several readings. Document analysis included data from the Fiji Education Staffing Appointment (FESA) system and the Fiji Education Management Information System (FEMIS). This enabled verification of the information participants provided on PD undertaken and also the information about the school, staff and students. The major findings to emerge are: first, success of PD depends on: the presenter, timing, collective participation and appropriateness of the PD; secondly, self-reflection through honest self-appraisal helps in planning of PD; thirdly, whether teachers are apprentice or experienced, all need PD to sustain the changes made to their teaching practice; and finally, teachers’ communication to share ideas forms the foundation of any PD. Overall, teachers’ perception is that PD enables them to work on improving their practice to ensure more effective facilitation of students’ learning. This study, by providing information on the PD needs of the teachers in Fiji, could be of interest to schools and the Ministry of Education (MoE). The recommendations could iii assist schools and the ministry in deciding how to improve the PD programmes to equip teachers to embrace quality education for Fiji’s children. Extension of the research could involve more schools, to increase the validity and reliability of its findings. It is recommended that teachers from remote island schools also be included in the study, to provide insight into the effects of their relative geographical isolation.