scholarly journals Effect of head teachers support for teachers professional development on inclusive education implementation

2021 ◽  
Vol 6 (1) ◽  
pp. 83
Author(s):  
Douglas Isigi Shiwani ◽  
Jeremiah Kalai ◽  
Winston Akala ◽  
Jane Gatumu
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Qualitative Data ◽  
Open Systems ◽  
Narrative Form ◽  
Chi Square ◽  
Head Teachers ◽  
Education Assessment ◽  
Teachers Professional Development ◽  
Descriptive Survey

<p>The study investigated the effect of head teachers’ support for teachers’ professional development on inclusive education implementation. Bartalanffy (1969) open systems advocates for head teachers to utilize management initiatives with partnerships to implement inclusive education. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analyzed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. Both quantitative and qualitative data findings were discussed in juxtaposition with confirming or refuting the research evidence, and reinforcing the interpretation. The Chi-square results established that there was relationship between head teachers’ support for teachers’ professional development with inclusive education implementation. However, majority of head teachers and teachers lacked specialized skills in assessment of diverse learners, 77.5% and 80.5%; behaviour management, 74.7% and 79.1%; differentiated teaching, 80.3% and 81.1%, derailing teachers’ productivity and learners’ performance. Therefore, it was recommended that head teachers in collaboration with multi-agencies facilitate teachers’ inclusive education training in order to effectively implement inclusive education.</p>

scholarly journals Effect of head teachers’ partnerships collaboration on inclusive education implementation

2021 ◽  
Vol 11 (17) ◽  
pp. 70-98
Author(s):  
Douglas Iisgi SHIWANI ◽  
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Open Systems ◽  
Narrative Form ◽  
Chi Square ◽  
Head Teachers ◽  
Education Assessment ◽  
Descriptive Survey ◽  
Quality Assurance Standards

The study investigated effect of head teachers’ partnerships collaboration on inclusive education implementation. Bartalanffy (1969) open systems advocates for head teachers to coordinate partnerships to address the lack of support systems for inclusive education. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analysed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. Quantitative and qualitative data findings were discussed in juxtaposition with confirming or refuting the research evidence, and reinforcing the interpretation. The study established that majority of schools lacked well- structured coordinated partnerships. This implied that there was low partnership participation in schools’ programs as referenced by head teachers and teachers on provision for specialized teaching and learning resources, 63.4% and 63.3%; assessment of learners, 64.8% and 70.4%; funds outsourcing, 69% and 69.7%. It was recommended that head teachers should increase capacities in partnerships collaboration, and institute well-structured coordinated framework for partnerships engagement for effective inclusive education implementation.

scholarly journals Effect of Head Teachers’ Collaborative Partnerships on Inclusive Education Implementation in Public Primary School

2021 ◽  
Vol 6 (1) ◽  
pp. 01
Author(s):  
Douglas Shiwani ◽  
Winston Akala ◽  
Jeremiah Kalai ◽  
Jane Gatumu
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Narrative Form ◽  
Collaborative Partnerships ◽  
Chi Square ◽  
Head Teachers ◽  
Education Assessment ◽  
Descriptive Survey ◽  
Quality Assurance Standards

<p class="abstrak" align="center"><strong>Abstract</strong><strong></strong></p><p class="abstrak">The purpose of the study was to investigate the effect of head teachers’ collaborative partnerships with parents, government agencies and NGOs, on the implementation of inclusive education in public primary schools in Nairobi City County in Kenya. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analysed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. The study established the relationship between head teachers’ collaborative partnerships with implementation of inclusive education. Nevertheless, majority of schools lacked well- structured coordinated partnerships resulting in low participation in schools programs as referenced by head teachers and teachers on provision for specialized teaching and learning resources, 63.4% and 63.3%; assessment of learners, 64.8% and 70.4%; outsourcing of funds, 69% and 69.7%. Therefore, head teachers should increase capacities in collaborative partnerships and fully utilize them for inclusive education implementation.</p><p class="StyleAuthorBold"><em>Abstrak </em><em></em></p><p class="abstrak"><em>Penelitian </em><em>ini </em><em>bertujuan u</em><em>ntuk mengetahui pengaruh kemitraan kolaboratif kepala sekolah dengan orang tua, lembaga pemerintah dan LSM, pada pelaksanaan pendidikan inklusif di sekolah dasar negeri di Kota Nairobi di Kenya. Survei deskriptif diterapkan, dan Chi-square menguji hipotesis nol. Kuesioner diberikan kepada 71 kepala sekolah dan 297 guru, dilengkapi dengan analisis dokumen. Wawancara digunakan pada delapan Petugas Standar Penjaminan Mutu (QASO) dan empat Petugas Pusat Penilaian Pendidikan (EARC). Data kuantitatif diberi kode dan dianalisis menggunakan statistik deskriptif, dan disajikan dalam tabel frekuensi dan grafik batang. Data kualitatif dikodekan, ditranskripsikan dan disajikan dalam bentuk naratif. Studi ini </em><em>menjelaskan </em><em>hubungan antara kemitraan kolaboratif kepala sekolah dengan implementasi pendidikan inklusif. Namun, sebagian besar sekolah tidak memiliki kemitraan terkoordinasi yang terstruktur dengan bai</em><em>k, </em><em>yang mengakibatkan rendahnya partisipasi dalam program sekolah seperti yang dirujuk oleh kepala sekolah dan guru tentang penyediaan sumber </em><em>untuk </em><em>belajar dan mengajar, 63,4% dan 63,3%; penilaian peserta didik, 64,8% dan 70,4%; outsourcing dana, 69% dan 69,7%. Oleh karena itu, kepala sekolah harus meningkatkan kapasitas dalam kemitraan kolaboratif dan memanfaatkannya sepenuhnya untuk pelaksanaan pendidikan inklusif.</em></p>

scholarly journals School-Based Mentoring for Professional Development of Inclusive School Teachers

2011 ◽  
Vol 13 (1) ◽  
pp. 72-83 ◽  
Author(s):  
Ženija Bērziņa
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Teaching Method ◽  
School Level ◽  
School Teachers ◽  
School Based ◽  
Inclusive School ◽  
School Based Mentoring ◽  
Teachers Professional Development ◽  
The Impact

School-Based Mentoring for Professional Development of Inclusive School TeachersBecause of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers' professional development and inclusion of children with special needs. The results of the study show that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favourable basis for enhancement of inclusive education programmes.

scholarly journals Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy

2021 ◽  
Vol 11 (4) ◽  
pp. 169
Author(s):  
João Lamego Lopes ◽  
Célia Regina Oliveira
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Inclusive Education ◽  
Education Policies ◽  
Instructional Efficacy ◽  
Critical Elements ◽  
Special Education Needs ◽  
Professional Development Needs ◽  
Using Data ◽  
Teachers Professional Development

Inclusive education policies thin the boundaries of special and regular education as well as teachers’ roles and competencies. The present study, using data from TALIS 2018, aims to find out whether Portuguese teachers working in classes directed entirely or mainly to special education needs students (SENS) differ from teachers working in classes with few or no SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS. The results show small but significant differences between teachers working and teachers not working entirely or mainly with SENS in professional development needs, perceived opportunities for professional development, and stress involved in modifying SENS lessons. No other significant differences were found. Still, the results show that both groups of teachers perceive significant professional development needs and barriers to professional development but are optimistic about the quality of professional development, job satisfaction, and self-efficacy in instruction. However, teachers of both groups are pessimistic about professional collaboration, a key element of inclusive education. Overall, it seems that some critical elements of inclusive education are still to be implemented in Portuguese schools.

scholarly journals TEACHERS’ PROFESSIONAL DEVELOPMENT IN KWARA STATE BASIC SCHOOLS: IMPLICATION ON INTERNAL EFFICIENCY

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Habibat Abubakar Yusuf ◽  
Abdulkareem Rasaq Lanre
Keyword(s):  
Professional Development ◽  
State Government ◽  
Secondary Data ◽  
Head Teachers ◽  
Descriptive Research ◽  
Teacher Professional ◽  
Internal Efficiency ◽  
Research Questions ◽  
Teachers Professional Development ◽  
Correlation Statistic

This paper investigated teachers’ professional development in Kwara state basic schools and its implications on internal efficiency. The purpose of the study is to investigate the level of teachers’ professional development in Kwara state basic schools and examine its implications on internal efficiency of the schools. Two research questions and one hypothesis were set to guide the study. Descriptive research design was adopted for the study. Secondary data were collected on teachers’ professional development while researchers’- designed questionnaire was used to collect data on internal efficiency. The questionnaires were given to 315 head teachers in Kwara state basic schools in Kwara State. Percentage was used to answer the research questions while Pearson’s moment correlation statistic formulated. The findings of the study included that; there is low level of teacher professional development in Basic schools in Kwara state; the internal efficiency of basic schools in Kwara state is low; and there is significant relationship between teachers’ professional development and internal efficiency of basic schools in Kwara state. Based on the findings, it was recommended that kwara state government should enhance adequate teachers’ professional development through adequate training, scholarship, more funding to ensure internal efficiency.

scholarly journals Development of an Individual Professional Development Plan Proposal That is Based on Continuing Professional Development Needs of Teachers

2020 ◽  
Vol 3 (3) ◽  
pp. 139-172
Author(s):  
Bayram Özer ◽  
◽  
Taner Can ◽  
Volkan Duran ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Relevant Literature ◽  
Continuing Professional Development ◽  
Development Plan ◽  
Second Phase ◽  
Professional Development Needs ◽  
Group Interviews ◽  
Teachers Professional Development ◽  
Descriptive Survey ◽  
Individual Professional

The research was conducted to determine the needs of teachers for their continuous professional development and to create an individual professional development plan for this aim. For this purpose, descriptive survey model was used as a method. There are both qualitative and quantitative data in the research. The collection of research data was done in three stages. A survey was conducted in the first stage. At this stage, the population of the research consists of teachers from social networking networks facebook, instangram and whatsApp, which are included in the teacher groups of 529.412 individuals. The sample is composed of 507 teachers who voluntarily respond to the sharing in these groups. In the second phase of the study, focus group interviews were conducted with experts, teachers' professional development needs were determined, and solutions were reported. In the third phase of the research method, relevant literature regarding the teachers’ professional development activities in the world and how these activities were carried out were collected through literature review. As a result of the research, the data gathered by the methods mentioned in the study were combined and an individual professional development plan proposal was prepared. The importance of individual professional development is emphasized for the professional development of teachers

Examining Teachers' Professional Development for Promoting Inclusive Education in Displacement

2019 ◽  
pp. 260-278 ◽  
Author(s):  
Gwadabe Kurawa
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Inclusive Education ◽  
Professional Learning ◽  
Quality Education ◽  
Education For All ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Improve Student Learning

Inclusive education, in most countries affected by an emergency or crisis, is focused on providing access to quality education for all children. Provision of quality education for all children, as discussed in much literature about education, is very much dependent on teacher quality. Improving and sustaining the quality of teaching is equally determined by the type of training and professional development offered to teachers. Teachers, however, in emergency contexts such as in the Northeast of Nigeria, may be recruited to improve student learning, having received little or no relevant training. Therefore, professional learning for teachers that is intended to offer them opportunities for immediate and sustained improvement in practice is, this chapter argues, needed in such emergency contexts. This chapter therefore analyses teacher professional development that can improve the standard of education for all children and then assesses the effect of this development in practice in the Northeast of Nigeria.

Multiliteracies Professional Development Practice

2019 ◽  
pp. 156-179
Author(s):  
Stefania Savva
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Formative Evaluation ◽  
Development Program ◽  
Continuing Professional Development ◽  
Professional Development Program ◽  
Multimodal Literacy ◽  
Literacy Teaching ◽  
Teachers Professional Development ◽  
Teaching Paradigm

The chapter introduces a post-doctoral project which involves the design, implementation, and evaluation of an online continuing professional development program, adhering to a multimodal literacy teaching paradigm, in order to accommodate for inclusive education. The proposed research is based on the development of multiliteracies affinity practice (MAP) framework, an innovative framework drawing on the creative overlap of multiliteracies pedagogy of the New London Group, the learning by design model adapted from Cope and Kalantzis, and Gee's affinity spaces theory. A design-based research (DBR) methodology was utilized to embark on the research through three phases: the preliminary phase, the prototyping phase, and the assessment phase. Based on the preliminary formative evaluation of the implementation of the MAP framework that draws on Guskey's five levels of evaluating teachers' professional development, it is evident that the online professional development program enabled participants to enhance their literacy teaching practices for inclusive teaching.

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