Teachers’ perceptions of continuing professional development: a study of vocational high school teachers in Indonesia

This study was conducted to determine the organizational silence perceptions of teachers who work in public high schools in the Bağcılar district, Istanbul province of Turkey, and to specify whether they differ according to different variables. The survey model was used in the study. The research was performed with 323 teachers working in vocational high schools in the Bağcılar district of Istanbul in the 2017-2018 academic year. In the study, the random sampling method was employed. The "Personal Information Form" and "Organizational Silence Scale" were used as data collection tools. In the research, descriptive statistics, the independent samples t-test, one-way analysis of variance, and the Kruskal-Wallis test were performed. The general organizational silence perceived by vocational high school teachers was found to be "low." It was revealed that the perceived organizational silence of vocational high school teachers did not vary by gender, educational level, professional seniority, subject, and union membership, while the perceived general organizational silence varied depending on age.

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Filipino senior high school teachers’ continuing professional development attitudes: Exploring the roles of perceived demand amid a national education reform

Journal Of Research, Policy & Practice of Teachers & Teacher Education ◽

10.37134/jrpptte.vol10.2.5.2020 ◽

2020 ◽

Vol 10 (2) ◽

pp. 63-76

Author(s):

Allan B. I. Bernardo ◽

Barbara Wong-Fernandez ◽

Mateo D. Macalaguing Jr ◽

Romel C. Navarro

Keyword(s):

Professional Development ◽

High School ◽

Education Reform ◽

High School Teachers ◽

Career Planning ◽

Continuing Professional Development ◽

The Philippines ◽

Senior High School ◽

School Teachers ◽

Teachers Professional Development

The professional development of teachers is an important component of quality standards for any educational system, as teachers’ engagement in continuing professional development (CPD) activities are related with aspects of professional commitment and satisfaction. In this study, we explore how perceived demands of a national educational reform in the Philippines are associated with different indicators of senior high school teachers’ professional development. A survey of 289 teachers recruited to teach senior high school for the first time in the Philippines indicated that perceived demand was not associated with CPD participation intentions, but that perceived demand related to job requirement and to career planning had different associations with attitudes towards CPD. These different associations can be viewed as adaptive responding to the uncertainties in their changing work environment. The implications for conceptualizing the context of teachers’ professional development, and the external factors that strengthen or weaken teachers’ positive attitudes towards CPD are discussed.

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Specialized vocational high school teachers’ perceptions of meritocracy

Journal of Education & Culture ◽

10.24159/joec.2018.24.2.419 ◽

2018 ◽

Vol 24 (2) ◽

pp. 419-438

Author(s):

Min Young Doo ◽

Changho Shin ◽

Woo,Beodle

Keyword(s):

High School ◽

High School Teachers ◽

Vocational High School ◽

School Teachers ◽

Teachers Perceptions

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Professional Development for Vocational High School Teachers through Incremental Teacher Competence Standards

Jurnal Pendidikan Teknologi dan Kejuruan ◽

10.21831/jptk.v24i2.18427 ◽

2018 ◽

Vol 24 (2) ◽

pp. 278-285

Author(s):

Sri Waluyanti ◽

Djoko Santoso ◽

Muh Munir ◽

Bekti Wulandari ◽

Atiqah Raduan

Keyword(s):

Professional Development ◽

High School ◽

High School Teachers ◽

Group Discussion ◽

Assessment Instruments ◽

Teacher Competence ◽

Evaluation Instrument ◽

Vocational High School ◽

School Teachers ◽

Reflection Data

This study presents the competence of vocational high school teachers through the implementation of five work dimensions of teachers’ incremental standard competence. It was conducted in the framework of the sustainable professional development for vocational teachers using participatory action research at two Vocational High Schools by involving 50 teachers. The study included socialization of incremental competency standards and reflection, mentoring and consultation sessions, and teaching reports and reflection. Data collection used observation, assessment, and teaching reports. To optimize the results, it was ended with a focus group discussion involving the Institute for Education Quality Assurance. The results showed that the teachers’ competence in the aspects of the learning plan, learning resource utilization, media utilization, facilitating students’ learning needs, ability to create learning evaluation instrument, and following up the learning outcomes were all categorized as good while the aspect of developing students’ potentials both curriculum implementation and reflection ability was categorized as very good. It indicates the mentoring and the consultation worked effectively. Meanwhile, the teachers' ability that should be improved is the creation of assessment instruments.

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What Influences High School Teachers’ Motivation to Engage in Continuing Professional Development (CPD)

10.22492/issn.2188-1162.2020.40 ◽

2020 ◽

Author(s):

Yahya Alghamdi

Keyword(s):

Professional Development ◽

High School ◽

High School Teachers ◽

Continuing Professional Development ◽

School Teachers

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Experienced Secondary Teachers' Perceptions of Engagement and Effectiveness: A Guide to Professional Development

The Qualitative Report ◽

10.46743/2160-3715/2010.1186 ◽

2014 ◽

Author(s):

Denise Meister

Keyword(s):

Professional Development ◽

High School ◽

High School Teachers ◽

Research Study ◽

Work Force ◽

Support Network ◽

Administrative Leadership ◽

School Teachers ◽

Teachers Perceptions ◽

Qualitative Research Study

The purpose of this research is to describe a qualitative research study of experienced high school educators who have remained motivated and highly engaged in their teaching. Ten high school teachers who have been called "the best" by their administrators and fellow teachers were interviewed to ascertain common traits that can serve as a framework for providing professional development to assist teachers in the work force, as well as bring their voice to the National Reform Movement. The following themes emerged: teachers are ambivalent to administrative leadership as an important influence in their work; colleagues are their support network; and their commitment to the students transcends academic achievements.

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Science teachers’ perceptions of nanotechnology teaching and professional development: a survey study in Taiwan

Nanotechnology Reviews ◽

10.1515/ntrev-2014-0019 ◽

2015 ◽

Vol 4 (1) ◽

Cited By ~ 3

Author(s):

Shu-Fen Lin ◽

Jun-Yi Chen ◽

Kun-Yi Shih ◽

Kuo-Hua Wang ◽

Huey-Por Chang

Keyword(s):

Professional Development ◽

High School ◽

Secondary School ◽

High School Teachers ◽

Science Teachers ◽

Junior High School ◽

School Teachers ◽

Teachers Perceptions ◽

Junior High School Teachers ◽

Perceptions Of School

AbstractInclusion of nanotechnology in the science curriculum has received great attention in many countries. Taiwan’s government has been funding the National Program on Nanotechnology (NPNT) for nearly 10 years. The purpose of this study was to examine Taiwanese secondary school science teachers’ understanding of nanotechnology teaching after implementing the NPNT, as well as the teachers’ perceptions of school support and their professional development intentions. The study adopted the questionnaire survey method. Using stratified cluster sampling, a total of 1600 questionnaires were distributed to 178 secondary schools. Finally, the responses of 663 junior high school teachers and 632 senior high school teachers who completed the instrument were analyzed. The instrument for the study is the Teachers’ Perceptions of Nanotechnology Teaching Scale (TPNTS). The TPNTS included 42 Likert-scale items. The results reveal that secondary school teachers’ intentions to pursue professional development are high, but their perceptions of school support are low. Teachers’ knowledge and understanding of nanotechnology teaching is significantly above average, but failed to reach the “very satisfied” level. In addition, the senior high school teachers’ perceptions of nanotechnology teaching and professional development are significantly higher than those of the junior high school teachers. Implications of the findings are discussed.

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