Impact of teachers’ professional development on school improvement—an analysis at Bangladesh standpoint
This study seeks to describe the teachers’ professional development activities in Bangladesh and explores the hypotheses about the relationship between teachers’ traditional professional development activities and school improvement. Data from a representative sample of City secondary schools from B...
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| Published in: | Asia Pacific education review Vol. 12; no. 3; pp. 337 - 348 |
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| Format: | Journal Article |
| Language: | English |
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01-09-2011
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| Abstract | This study seeks to describe the teachers’ professional development activities in Bangladesh and explores the hypotheses about the relationship between teachers’ traditional professional development activities and school improvement. Data from a representative sample of City secondary schools from Bangladesh (
n
= 127) were gathered through questionnaires from 127 principals and 694 teachers. Hierarchical multiple regression analysis was used in this research. This study found significant impacts of some of teachers’ professional development activities on school improvement. Also found that the maximum school improvement can be achieved if schools put more emphasis on teachers’ collaboration, in-service training and classroom observation and less emphasis on individual action enquiry. The findings of this study provide important information for the policy makers, educational managers and especially for the headmasters and teachers concerned with the improvement of teachers’ quality in secondary schools of Bangladesh. This study adopts a concurrent approach of data collection and analysis. |
|---|---|
| AbstractList | This study seeks to describe the teachers' professional development activities in Bangladesh and explores the hypotheses about the relationship between teachers' traditional professional development activities and school improvement. Data from a representative sample of City secondary schools from Bangladesh (n = 127) were gathered through questionnaires from 127 principals and 694 teachers. Hierarchical multiple regression analysis was used in this research. This study found significant impacts of some of teachers' professional development activities on school improvement. Also found that the maximum school improvement can be achieved if schools put more emphasis on teachers' collaboration, in-service training and classroom observation and less emphasis on individual action enquiry. The findings of this study provide important information for the policy makers, educational managers and especially for the headmasters and teachers concerned with the improvement of teachers' quality in secondary schools of Bangladesh. This study adopts a concurrent approach of data collection and analysis. This study seeks to describe the teachers’ professional development activities in Bangladesh and explores the hypotheses about the relationship between teachers’ traditional professional development activities and school improvement. Data from a representative sample of City secondary schools from Bangladesh ( n = 127) were gathered through questionnaires from 127 principals and 694 teachers. Hierarchical multiple regression analysis was used in this research. This study found significant impacts of some of teachers’ professional development activities on school improvement. Also found that the maximum school improvement can be achieved if schools put more emphasis on teachers’ collaboration, in-service training and classroom observation and less emphasis on individual action enquiry. The findings of this study provide important information for the policy makers, educational managers and especially for the headmasters and teachers concerned with the improvement of teachers’ quality in secondary schools of Bangladesh. This study adopts a concurrent approach of data collection and analysis. This study seeks to describe the teachers' professional development activities in Bangladesh and explores the hypotheses about the relationship between teachers' traditional professional development activities and school improvement. Data from a representative sample of City secondary schools from Bangladesh (n = 127) were gathered through questionnaires from 127 principals and 694 teachers. Hierarchical multiple regression analysis was used in this research. This study found significant impacts of some of teachers' professional development activities on school improvement. Also found that the maximum school improvement can be achieved if schools put more emphasis on teachers' collaboration, in-service training and classroom observation and less emphasis on individual action enquiry. The findings of this study provide important information for the policy makers, educational managers and especially for the headmasters and teachers concerned with the improvement of teachers' quality in secondary schools of Bangladesh. This study adopts a concurrent approach of data collection and analysis. KCI Citation Count: 5 |
| Audience | Elementary Secondary Education Secondary Education Adult Education |
| Author | Hoque, Kazi Enamul Abdullah, Abdul Ghani Kanesean Alam, Gazi Mahabubul |
| Author_xml | – sequence: 1 givenname: Kazi Enamul surname: Hoque fullname: Hoque, Kazi Enamul email: tffr2004@yahoo.com organization: Faculty of Education, University of Malaya, Department of Educational Management, Planning and Policies, Faculty of Education, University of Malaya – sequence: 2 givenname: Gazi Mahabubul surname: Alam fullname: Alam, Gazi Mahabubul organization: Department of Educational Management, Planning and Policies, Faculty of Education, University of Malaya – sequence: 3 givenname: Abdul Ghani Kanesean surname: Abdullah fullname: Abdullah, Abdul Ghani Kanesean organization: School of Educational Studies, University Sains Malaysia |
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| Cites_doi | 10.1017/CBO9780511803932 10.1108/09578230010342312 10.1111/1467-9604.00035 10.1177/019263659007452509 10.1080/09650790300200219 10.4324/9780203165799 10.1177/105678790301200103 10.1080/02619760600944779 10.1177/0042085909352073 10.1108/09578230710722449 10.1108/09513540510599626 10.3102/0013189X033008003 10.1080/02619760903457768 10.1080/03098260902982542 10.1080/0924345980090202 10.4324/9780203471968 10.1111/1467-9604.00236 10.1080/0924345980090101 10.15700/saje.v30n1a320 10.3102/0013189X015005005 10.1080/00221340903435934 10.1016/S0742-051X(97)00056-5 10.1177/0013161X06290647 10.3102/00346543066003411 10.1108/09513540110383818 |
| ContentType | Journal Article |
| Copyright | Education Research Institute, Seoul National University, Seoul, Korea 2010 Education Research Institute, Seoul National University, Seoul, Korea 2011 |
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| Keywords | School improvement Teachers’ professional development Teachers’ collaboration In-service training Classroom observation |
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Exploring the process of institutionalization year: 1987 ident: 9107_CR56 contributor: fullname: M Miles – volume: 14 start-page: 1 issue: 1 year: 1998 ident: 9107_CR10 publication-title: Teaching and Teacher Education doi: 10.1016/S0742-051X(97)00056-5 contributor: fullname: H Borko – volume-title: Improving schools from within: Teachers. Parents and principals can make a difference year: 1990 ident: 9107_CR8 contributor: fullname: R Barth – volume: 42 start-page: 773 issue: 5 year: 2006 ident: 9107_CR46 publication-title: Educational Administration Quarterly doi: 10.1177/0013161X06290647 contributor: fullname: JM Lavie – ident: 9107_CR3 – volume: 66 start-page: 411 issue: 3 year: 1996 ident: 9107_CR29 publication-title: Review of Educational Research doi: 10.3102/00346543066003411 contributor: fullname: R Greenwald – volume: 12 start-page: 10 issue: 2 year: 1992 ident: 9107_CR40 publication-title: Co-operative Learning contributor: fullname: B Joyce – volume: 15 start-page: 86 issue: 2 year: 2001 ident: 9107_CR43 publication-title: The International Journal of Educational Management doi: 10.1108/09513540110383818 contributor: fullname: MB King – ident: 9107_CR7 – ident: 9107_CR11 – volume-title: School focused staff development; guidelines for staff development year: 1998 ident: 9107_CR34 contributor: fullname: E Hewton |
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| SubjectTerms | Bangladesh Education Educational Administration Educational Facilities Improvement Educational Improvement Faculty Development Foreign Countries Inservice Teacher Education Learning Processes Multiple Regression Analysis Observation Outcomes of Education Principals Secondary School Teachers Teacher Collaboration Teaching Methods 교육학 |
| Title | Impact of teachers’ professional development on school improvement—an analysis at Bangladesh standpoint |
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