scholarly journals The Challenges in Implementing Content and Language Integrated Learning: The Head Teachers’ Personal View of Teachers’ Professional Development

2020 ◽  
Author(s):  
Ima Isnaini ◽  
Taufiqur Rohmah ◽  
Mursid Saleh ◽  
Abdurrachman Faridi ◽  
Sri Wuli Fitriati
Keyword(s):  
Professional Development ◽  
Integrated Learning ◽  
Personal View ◽  
Head Teachers ◽  
Teachers Professional Development

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 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>

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