| || || Sharma, Lalesh Ram|
| || || Effectiveness of school based teacher professional development programmes |
Author:Sharma, Lalesh Ram
Institution: University of the South Pacific.
Call No.: pac In Process
Copyright:20-40% of this thesis may be copied without the authors written permission
Abstract: Effective professional development is considered the centre of educational reforms (Darling-Hammond, 1995; Sparks, 1995). The purpose of this study was to determine the effectiveness of school based teacher professional development using Guskey’s (1986) models of teacher change process and by evaluating professional development activities planned and conducted by school heads in the case study schools. A mixed method was used to collect data on school based teacher professional development in the two selected case study schools. Research instruments, such as questionnaire survey, semi structured interviews were designed based on the literature reviewed on the school based teacher professional development and the model of teacher change process suggested by Guskey (1986). To add validity to the data collected, document analysis was also carried out. This research study included ten teachers, two school heads and an official each from professional development unit, curriculum development unit, teacher registration board and ministry of education’s district education official. This study supports the findings of other international research studies and the school based professional development literature that school based teacher professional development is only effective if the professional development is well structured with all the quality features and promising strategies of professional development. The findings of this study also supports the research literature indicating the importance of setting clear goals and effective planning of professional development that aligns to the vision, mission of ministry of education and schools together with the needs of teachers based on the available curriculum and reforms initiated. Overall, the findings of the study showed that school based professional development programmes planned and conducted in the two case study schools were ineffective. Some of the broad categories of factors contributing to this were for example, individual and school based factors. v On the basis of the findings, the study proposes a model for school based professional development and some other significant recommendations for all the educators involved in professional development in Fiji’s education system. Also, suggestions for further research is advanced in order to address various issues concerning school based teacher professional development.