The reality of implementing professional development programs for Jeddah Secondary Public Schools Female teachers and means to develop them in light of KSA’s 2030 Vision from Schools Leadership Supervisory Perspectives: واقع تطبيق برامج التنمية المهنية لدى قائدات المدارس الثانوية الحكومية في جدة وسبل تطويرها في ضوء رؤية 2030 من وجهة نظر مشرفات القيادة المدرسية

2021 ◽  
Vol 5 (40) ◽  
pp. 169-149
Author(s):  
Alya Abdullah Al- Saedy Alya Abdullah Al- Saedy
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Strategic Planning ◽  
School Leadership ◽  
School Leaders ◽  
Educational Leaders ◽  
Mixed Method Research ◽  
Development Programs ◽  
The Status ◽  
Professional Development Programs

This study aimed to discover the status of implementing the professional development programs for female school leaders in secondary public schools in Jeddah from the perspectives of school leadership supervisors as well as the means of improving these programs in light of 2030 Vision. The study adopted the mixed method research design and utilized the questionnaire as a tool to collect data from a sample of (22) school leaders’ supervisors. Findings revealed that secondary school leaders in Jeddah do apply professional development programs in relation to making decision and strategic planning domains in light of 2030 Vision at a moderate level. Also, findings revealed that the effectiveness of professional development programs for educational leaders at schools is manifested in these programs being participatory, have clear and systematic goals, continuous, enriching and sustainable. The study concluded with a recommendation to provide workshops and training programs to support the school leaders, and to encourage and motivate school leaders to continue to follow up on strategic planning practices on monthly and annual basis.

The Willingness of Jordanian EFL Teachers to Endure Taking Online Professional Development Programs Rather Than Face to Face: رغبة معلمي اللغة الإنجليزية في متابعة الانخراط بالتنمية المهنية عن بعد عوضا عن التعلم المباشر

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Suha Abdulrazzaq Slim
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Public Schools ◽  
Online Professional Development ◽  
Development Programs ◽  
Structured Interviews ◽  
Face To Face ◽  
Efl Teachers ◽  
Professional Development Programs ◽  
Face To Face Learning

This study attempts to investigate the willingness of Jordanian EFL teachers to endure taking Online Professional Development Programs (OPD) rather than face to face learning in both private and public schools. Therefore, a qualitative research methodology was carried out to examine the extent to which Jordanian EFL teachers are willing to endure taking Online Professional Development Programs (OPD) rather than face to face learning. Data were collected via online interviews with teachers through e-Learning forums as well as other means of interactive social Medias such as Zoom, Facetime and Microsoft teams during COVID-19 Pandemic in the second semester of the scholastic year 2019-2020. Ten EFL teachers were randomly chosen from forty public and private EFL school teachers to respond to the interviews. The sample consisted of ten teachers who were selected randomly for the interview. The interview content focused on two domains which are: the challenges faced teachers in online learning and the good learning practices experienced by EFL teachers during online learning regarding their experiences through the pandemic. The interviews were taking the form of semi-structured interviews. The findings of the study revealed that the majority of EFL teachers are unwilling to continue taking online professional development programs as they faced many troubles and obstacles through experiencing distant learning during the COVID-19 Pandemic as part of their first hands on experience. Two teachers showed a tendency to continue Online Professional Development Programs in parallel with face to face programs.

scholarly journals Professional Development of Secondary School Leadership: Experiences and Expectations

2020 ◽  
Vol Volume 4 (Issue 3) ◽  
pp. 469-491
Author(s):  
Dr. Abida Nasreen ◽  
Dr. Anjum Naz ◽  
Dr. Tariq Hussain
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
Educational Administration ◽  
Professional Training ◽  
Development Programs ◽  
Highly Qualified ◽  
Qualitative Research Study ◽  
Leadership Experiences ◽  
Professional Development Programs ◽  
Secondary School Leadership

This study is an attempt to explore the formal and informal professional training experiences of principals. The study also explored the barriers faced by them in the pursuit of professional development programs/training. This qualitative research study was based on interpretive paradigm. The data was collected through in-depth interviews. A thematic analysis approach was used to analyze data. The results revealed that the principals come across many negative and positive situations every day. Some of them were never given the opportunity for professional training. Others stated some professional and personal problems which generally create hurdles in the pursuit of professional development programs. They also emphasize the importance of teamwork. It was suggested that here should be a conduct of separate administrative trainings specifically designed for school principals/ heads and trainers/ resource persons should be highly qualified in the field of educational administration.

scholarly journals Identifying Training Needs of In-Service EFL Teachers in Inclusive Schools in Egypt

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Amira desouky Ibrahim Ali
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Inclusive Education ◽  
Behavioral Problems ◽  
Primary Schools ◽  
Project Based Learning ◽  
Future Research ◽  
Development Programs ◽  
Curriculum Adaptation ◽  
Professional Development Programs

With the implementation of inclusion in public schools in Egypt, there are demands for improving the professional development programs provided to in-service teachers concerning inclusive education. To that end, this mixed methods study aimed to identify the needs and preferences of English as a Foreign Language teachers regarding working with special-need students. The study also sought to explore the relationship between participants’ profile and their needs. Two hundred eighteen in-service teachers at primary schools in Egypt were selected by cluster sampling method to participate in a need assessment questionnaire while eight were interviewed. Participants reported lack of training in inclusive education, large class size, negative attitudes, shortage of time, heavy workload, and unfamiliarity with necessary strategies as barriers to inclusion. In addition, participants prioritized their needs for identification of language disorders, teaching methods, individualized instruction through curriculum adaptation and Individualized Educational Plans, and controlling behavioral problems. There were significant differences in participants’ needs based on age, years of experience and qualifications. The teachers preferred face-to-face workshops, mentor-supported learning and project-based learning besides morning sessions in weekdays. Recommendations for professional development programs and future research were provided.

scholarly journals The Effectiveness of Motivational Practices in Public and Private Secondary Schools in Pakistan: A Case Study of Two Administrators

2012 ◽  
Vol 3 (2) ◽  
pp. 35-47
Author(s):  
Asif Khan
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
Private School ◽  
School Leaders ◽  
School Administrators ◽  
School Administrator ◽  
Development Programs ◽  
Public And Private ◽  
Different Dimensions

This empirical study investigated the efforts of two Pakistani school administrators in dealing with the issues related to teachers’ motivation. This study exclusively examined how the two administrators embedded in their practices different ways of increasing the productivity of their staff. The researcher used the following three lenses to examine the motivational behavior adopted by the school leaders: 1) degree of teachers’ empowerment; 2) nature of rewards and recognition to honor teachers; and 3) pattern of communication between administrators and school staff. The study maintained that the private school administrator, unlike his public school counterpart, had a more updated knowledge in the field of education due to his exposure to professional development programs. This knowledge, which gave him a better understanding of the link between the motivational level of the teachers and the teachers’ productivity, led him to initiate certain measures. Unfortunately, only a limited quantity of research explores different dimensions of school leadership in the educational context of Pakistan. Therefore, this study attempted to address related issues, such as the recruitment of school leaders and the availability of professional development opportunities.

scholarly journals Teacher Professional Development in Brazil: Colonization of Teachers’ Voices

2014 ◽  
Vol 6 (1) ◽  
Author(s):  
Daniele Nascimento
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Teacher Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
Development Programs ◽  
Post Colonial ◽  
Master's Thesis ◽  
Teacher Professional ◽  
Professional Development Programs

This paper focuses on professional development practices implemented in Brazil, and the influence of post-colonial views in the power-relation between the ‘educational authorities’ or ‘experts’ and teachers. The paper addresses how this relationship in professional development is mostly ‘one-sided’, as often it does not include the 'voices' of teachers. Rather, it prioritizes the assumptions many  ‘experts’ have towards teachers’ needs for growth, in which the choices of topics and the kind of professional development programs to be designed often follow an ‘one-fits-all’ model or banking education as defined by Freire (1970). This paper emerged from the author's experience during her Master’s thesis research (Nascimento, 2010). She addressed the challenges of teaching in public schools in Brazil, and its implications in a social justice context. Through the lens of different teachers who participated in a volunteer-based Canadian/Brazilian teacher professional development program, the research investigated in which ways the inclusion of teachers' voices in professional development programs could affect teachers’ performance in a Brazilian context. During four years over the summer, Canadian teachers and Brazilian teachers worked together on a professional development program that aimed to encourage teachers to share their teaching experiences and reflect on their practice.

scholarly journals Contributions of a Social Justice Language Teacher Education Perspective to Professional Development Programs in Colombia

2016 ◽  
Vol 18 (1) ◽  
pp. 203-217 ◽  
Author(s):  
Ana Maria Sierra Piedrahita
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Social Justice ◽  
Public Schools ◽  
Language Teachers ◽  
Development Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Effect Change ◽  
Professional Development Programs

<p><span>In this article, the author discusses the social justice language teacher education perspective and how it can help language teachers to develop a political view of their work and effect change inside and outside their particular school contexts. To do this, she briefly analyzes various professional development programs for teachers of English in public schools in one city in Colombia to determine how these have or have not contributed to the development of a political perspective in teachers. Finally, she discusses what the implementation of such perspective requires, provides some examples to illustrate how it may look in practice, and discusses some implications for different stakeholders.</span></p>

Principals’ Policy Preferences concerning Accountability: Implications for Key Competencies, Performance Indicators, and Professional Development

1995 ◽  
Vol 5 (5) ◽  
pp. 448-481 ◽  
Author(s):  
R. J. S. Mac Macpherson ◽  
Margaret Taplin
Keyword(s):  
Professional Development ◽  
Performance Indicators ◽  
Policy Preferences ◽  
Development Programs ◽  
Stakeholder Groups ◽  
Key Competencies ◽  
Professional Development Programs ◽  
Accountability Practices ◽  
State Schools

In this paper, we examine the policy preferences of Tasmania's principals concerning accountability criteria and processes, compare their views to other stakeholder groups, and identify issues that warrant attention in principals’ professional development programs. We show that there are many criteria and processes related to the quality of learning, teaching, and leadership that are valued by all stakeholder groups, including principals. We conclude that Tasmanian state schools probably need to review and develop their accountability policies, and that the professional development will need to prepare leaders for specific forms of performance and generate key competencies if more educative forms of accountability practices are to be realised in practice.

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