scholarly journals Secondary School Teachers’ Perceptions of their Head Teachers Instructional Leadership and its Effect on Teachers’ Professional development in Karachi Pakistan

2021 ◽  
Vol 2 (III) ◽  
pp. 362-377
Author(s):  
Nazir Ahmad
Keyword(s):  
Professional Development ◽  
Instructional Leadership ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Head Teachers ◽  
Teachers Perceptions ◽  
Teachers Professional Development

scholarly journals Quality Teaching: Evaluating Teachers’ Professional Code of Conduct and Practices

2014 ◽  
Vol 1 (2) ◽  
pp. 84
Author(s):  
Muhammad Shakir ◽  
Muhammad Aslam Adeeb
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
Code Of Conduct ◽  
Professional Standards ◽  
School Teachers ◽  
Professional Code ◽  
Punjab Province ◽  
Teachers Professional Development

The study aimed to assess teachers’ professional development and code of conduct based on national professional standards in Pakistan. The main objectives of the study were (a) to evaluate teachers’ professional development and code of conduct based on national professional standards in Pakistan (b) to categorize teachers’ professional competencies based on five levels define in rubrics and (c) to recommend appropriate professional code of conduct and professional standards for global teacher.  The population of the study was consisted of all the secondary school teachers of Punjab Province. To conduct the observational survey of this research, a sample of 453 participants from Punjab province was selected to observe the teachers in field directly. The collected data through observational check list was analyzed with the help of software SPSS by using statistical formulas of chi-square, simple mean and percentage. The analysis of various levels shows that 38.4% teachers occasionally understand how teaching practices can be innovative while only 36.2% secondary school teachers know the importance of teaching practice. It is concluded that more than half of the teachers were having poor knowledge about professional code of conduct; they did not now even the importance of teaching practice. Majority of the teachers seems incompetent in applying action research during the classroom. Study suggested that there is need to set career development direction through certificates, degrees, and career ladders, linked to compensation adequate with experience and qualifications. These achievements have to be adequately compensated financially, based on achievement and experience.

scholarly journals A Study of Reflective Teaching in Professional Development of Secondary School Teachers in Khyber Pakhtunkhwa

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 113-119
Author(s):  
Muhammad Ayaz ◽  
Wazim Khan ◽  
Salman Khan
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Reflective Teaching ◽  
School Teachers ◽  
Traditional Methods ◽  
Khyber Pakhtunkhwa ◽  
Teachers Professional Development ◽  
Development Objectives

Reflective teaching (RT) has globally acknowledged its usefulness to teachers' professional development. This study investigated the consequences of RT concerning teachers' professional development. Objectives of the study were: to search the effect of RT on teachers' professional development; to investigate the extent of RT to be used by teachers; to explore the perception of teachers about RT. This study was qualitative and descriptively analyzed. Researcher used Observation and Interview for data collection. Population was 5537 whereas the Sample consisted of 200 male secondary school teachers. Results of the study were: maximally the teachers had not used the tools of RT and as a result, mostly their teaching had not affected their professional development; mostly teachers were unaware through RT but agreed about the validity of RT to be used in teaching; RT has a great extent to be used by the teachers in the process of teaching. This study endorsed the importance of RT to replace the old traditional methods of teaching through RT. Also, this study will play a dynamic role in spanning the gap between theory with practice.

scholarly journals Continuous Professional Development of Secondary School Teachers through Peer Observation: Implications for Policy & Practice

2020 ◽  
Vol 1 (1) ◽  
pp. 56-75
Author(s):  
Jan Alam ◽  
Syed Muhammad Aamir ◽  
Dr. Saqib Shahzad
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Professional Growth ◽  
Secondary School Teachers ◽  
Continuous Professional Development ◽  
Peer Observation ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Policy Practice ◽  
Group Interviews

This qualitative action research study aimed to examine teachers’ perceptions about peer observation as an instrument for their Continuous Professional Development (CPD). For this purpose, the experiences of 12 purposefully selected secondary school teachers were captured through peer observation tool followed by focus group interviews to answers two research questions i.e. do teachers perceive peer observation as an effective instrument for their continuous professional development; and what are the merits and demerits in seeking sound professional development through peer observations? The conclusion reveals that peer observation was viewed by teachers as a valuable tool for their professional growth. Teachers reported that peer observation allowed them less anxiety, hesitation and pressure during teaching making the process more reliable and authentic. However, participants also reported time factor and less experience in observation on the part of teachers as obstacles to peer observation. The study includes some suggested recommendations for a more improved peer observation program.

scholarly journals A FIELD STUDY OF THE TRANSACTIONAL MODALITIES OF THE IN-SERVICE TEACHER TRAINING PROGRAMMES FOR SECONDARY SCHOOL TEACHERS UNDER RMSA IN MIZORAM

2020 ◽  
pp. 9-13
Author(s):  
Zairemmawia Renthlei ◽  
Prof. L N Mishra
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programme ◽  
Administrative Staff ◽  
School Teachers ◽  
Service Training ◽  
Training Programmes ◽  
Teachers Training ◽  
District Offices

The professional development of teachers is an important aspect of education and the main avenue for the professional development of secondary school teachers is the in-service training programmes organised by the district education offices. This study is an attempt to study the transactional modalities i.e. the manner in which the training programmes are organised by the various district education offices. Training Centres in all eight districts of Mizoram were visited and administrative staff from all the district offices were interviewed. Findings were tabulated and recommendations made for improvement. KEYWORDS: In-service Training Programme, Secondary School Teachers, Training Centres, Transactional Modalities, Challenges, Thrust Areas, Recommendations.

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