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Open Access
Article
Publication date: 13 June 2023

Aklilu Alemu

Background: Most children in low-income countries complete their elementary education with low competency in essential reading, writing, and arithmetic skills. Besides, about 250…

557

Abstract

Background: Most children in low-income countries complete their elementary education with low competency in essential reading, writing, and arithmetic skills. Besides, about 250 million students are not learning the basics, most of whom have spent at least four years in school, and this failure is coined the global learning crisis. This study aimed to examine educational quality management practices perceived by secondary school teachers.

Methods: The study employed a multilevel mixed-method design. Employing a simple random sampling technique, the researcher selected 251 teachers from 10 secondary schools in the research regions. He collected data through a researcher-designed questionnaire, school standards, and student achievement records from November 2018 to March 2019. He analyzed data from a questionnaire using frequency, percentage, mean, Pearson correlation, and exploratory factor analysis. The document review concerning quality management was analyzed using content analysis to triangulate the quantitative findings.

Results: At the school level, the study revealed the impracticality of laboratories. Besides, incompetent and unmotivated teachers and students ran the education business from the input side. At the same level, principals' management practices on staff development and encouraging parents to support their schools were low. The principals' management practices in the teaching-learning process were also undesirable at the classroom level. Overall, the study revealed incredibly insufficient input, process, and output management in the study context.

Conclusion: Hence, the study concluded that it is difficult to achieve the very objectives of producing creative, critical, and problem-solving individuals through this type of educational provision and its management. Due to this, it is not easy to achieve quality education for all goals.

Details

Emerald Open Research, vol. 1 no. 3
Type: Research Article
ISSN: 2631-3952

Keywords

Open Access
Article
Publication date: 12 June 2023

Diane Yendol-Hoppey and Eva Garin

The study aims to present a logic map linking the Professional Development School (PDS) Nine Essentials as a PDS theory of action and offer an analysis of dissertations that…

Abstract

Purpose

The study aims to present a logic map linking the Professional Development School (PDS) Nine Essentials as a PDS theory of action and offer an analysis of dissertations that compare outcomes of learning in PDS and non-PDS contexts.

Design/methodology/approach

For this current study, the authors identified 25 of the 210 dissertations from a larger study that used a comparison methodology to provide a window into how learning in PDS and non-PDS settings may differ. In reviewing these comparison studies, the authors identified a set of clustered themes, as well as a variety of comparison constructs and measurements researchers used to determine the impact of PDS.

Findings

Five themes emerged including (1) the experience of learning to teach in a PDS setting vs. a non-PDS; (2) the experience of teaching in a PDS vs. non-PDS; (3) teacher candidate quality in a PDS vs. non-PDS; (4) teacher quality in a PDS vs. non-PDS; (5) school leader quality in a PDS vs. non-PDS; and (6) K-12 student learning in PDS vs. non-PDS.

Research limitations/implications

Limitations of this study include the complications related to comparison, logic-related fallacies and the complexity of capturing simultaneous renewal.

Originality/value

In the 30th year of PDS work, the study utilizes a theory of action comprised of linking the PDS Nine Essentials to situate the comparison dissertation analysis of outcomes in PDS and non-PDS contexts suggesting challenges and possibilities and perhaps a direction for new research questions.

Details

School-University Partnerships, vol. 16 no. 2
Type: Research Article
ISSN: 1935-7125

Keywords

Content available
Book part
Publication date: 4 August 2021

Abstract

Details

Building Teacher Quality in India: Examining Policy Frameworks and Implementation Outcomes
Type: Book
ISBN: 978-1-80071-903-3

Content available
Book part
Publication date: 10 August 2023

Michelle Attard Tonna

Teachers in the initial stages of their career need support. The quality of their development will depend strongly on the kind of support that is given to them during induction…

Abstract

Teachers in the initial stages of their career need support. The quality of their development will depend strongly on the kind of support that is given to them during induction. In this chapter, the author explains how the induction years need to be seen as a distinctive part of the teacher education continuum, building on initial teacher education (ITE) and feeding into continuing professional development (CPD). The University of Malta's Faculty of Education proposed national strategy for induction of newly qualified teachers (NQTs) stresses the need for an effective design of induction programs in terms of the type of activities, the involvement of teacher education institutions and the role of the mentor – all of which can vary, depending on the learning needs of the NQT involved. Such programs will ensure that the support provided creates opportunities to relate back to initial teacher education and to prepare teachers for career-long continuing professional development. The aim of this discussion is to evaluate the current state of professional opportunities available for beginning teachers in Malta, and to discuss an effective approach which facilitates experienced teachers to build their capacities to play a key role, through mentoring, in their new colleagues' professional learning journey.

Details

Studying Teaching and Teacher Education
Type: Book
ISBN: 978-1-83753-623-8

Keywords

Open Access
Article
Publication date: 19 September 2023

Benjamin Dreer-Goethe

Mentoring is an essential tool for teacher education, not least because it allows knowledge and experience sharing. Research findings suggest a close relationship between…

1406

Abstract

Purpose

Mentoring is an essential tool for teacher education, not least because it allows knowledge and experience sharing. Research findings suggest a close relationship between mentoring and the well-being of those involved. However, little is known about this relationship or the mechanisms involved. This paper aims to discuss the aforementioned issues.

Design/methodology/approach

Through an integrative literature review, important links between mentor and mentee well-being and certain aspects of mentoring are explored. The results of the review are then synthesised into a theoretical framework.

Findings

The framework developed here posits that the well-being of teachers relates to the quality of mentoring. This includes teachers' perceptions of mentoring and their decision to get involved, their contributions to functional mentor–mentee relationships and the selection and use of mentoring styles that support both mentor and mentee well-being. Moreover, the framework hypothesises that the quality of mentoring received by mentees is related to their well-being, which is in turn connected to their professional development. Most of these relationships appear to be bidirectional, meaning that mentee well-being also contributes to mentoring quality and mentor well-being. Finally, it is hypothesised that the well-being of both mentors and mentees is connected to the school context in which the mentoring takes place.

Originality/value

This work provides a novel, comprehensive framework for future examinations of the connections between well-being and mentoring. It synthesises the prior work on this topic by integrating findings from both the mentor and mentee perspectives into a single framework.

Details

International Journal of Mentoring and Coaching in Education, vol. 12 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Open Access
Article
Publication date: 31 October 2023

Shintia Revina, Rezanti Putri Pramana, Christopher Bjork and Daniel Suryadarma

This paper is among the first case studies in developing countries that comprehensively investigate the historical evolution of a country's teacher professional development (TPD…

Abstract

Purpose

This paper is among the first case studies in developing countries that comprehensively investigate the historical evolution of a country's teacher professional development (TPD) system, the outcomes of the current TPD and the factors underlying the stagnation of TPD quality.

Design/methodology/approach

The authors collected data from three types of sources—documents, observations and interviews. Documents examined included the handbooks of the TPD program, handouts for teachers, training modules from TPD workshop sessions and research publications or reports on TPD programs in Indonesia introduced from the 1970s to 2018. The authors conducted formal interviews with trainers, education stakeholders and teachers who participated in recent TPD.

Findings

The findings indicate that, on paper, TPD initiatives in Indonesia have included some of the positive features of TPD highlighted in the literature. However, these factors have not been consistently included in the reforms rolled out over the decades, and, indeed, many of the less desirable features of those reforms have endured. The analysis also reveals the absence of four key factors in multiple TPD reforms that led to teachers' and other stakeholders' dissatisfaction with the TPD implementation. These include consideration of teachers' skills, background and capacities; relevance of training; feedback provided to teachers; and workshop follow-up.

Originality/value

The research indicates that the long-term issues of ineffectiveness of TPD in Indonesia are driven by the incoherence of different elements of the education system. This extends beyond the technical and operational elements of the TPD itself. The absence of a clear vision of the purposes of teacher development has created confusion and uncertainty for teachers.

Details

Asian Education and Development Studies, vol. 12 no. 4/5
Type: Research Article
ISSN: 2046-3162

Keywords

Content available
Book part
Publication date: 6 April 2018

Abstract

Details

Teacher Leadership in Professional Development Schools
Type: Book
ISBN: 978-1-78743-404-2

Open Access
Article
Publication date: 12 May 2023

Jodi Eirich and Jane Wildesen

The purpose of this paper is to describe a thriving partnership between Frostburg State University and the Garrett County Public Schools that aims to improve teacher effectiveness…

398

Abstract

Purpose

The purpose of this paper is to describe a thriving partnership between Frostburg State University and the Garrett County Public Schools that aims to improve teacher effectiveness and retention through the implementation of a robust induction program. The initiative includes sustained, strategic mentoring; extensive professional development; and validated, competency-based microcredentials aligned to high-leverage practices.

Design/methodology/approach

The study included surveys and structured interviews with teaching fellows and their instructional coaches.

Findings

Having ample support and mentoring can make a significant difference for novice teachers. Partnerships between universities and local school districts can provide this critical support.

Research limitations/implications

A limitation that cannot be ignored is the small number of participants in this program, all of whom are teaching in a rural school system. However, researchers working with larger school districts would add valuable knowledge to the field of study.

Practical implications

This paper includes implications for designing new induction programs or improving existing ones.

Social implications

Mentoring, a major component of high-quality induction programs, has the potential of providing important benefits to beginning teachers including increased motivation, self-confidence, growth in professional identity, and reduced stress and anxiety.

Originality/value

As school systems are struggling to retain qualified teachers, high-quality induction programs are necessary.

Details

PDS Partners: Bridging Research to Practice, vol. 18 no. 1
Type: Research Article
ISSN: 2833-2040

Keywords

Open Access
Article
Publication date: 20 July 2021

Supadi Supadi, Evitha Soraya, Hamid Muhammad and Nurhasanah Halim

The voice of school principals represents the principals' thoughts and experiences because of their as teachers' evaluator. It provides principals' perception on making sense the…

1683

Abstract

Purpose

The voice of school principals represents the principals' thoughts and experiences because of their as teachers' evaluator. It provides principals' perception on making sense the teacher evaluation. In qualitative research, voice can provide the truth and meaning of principals' experience in teachers evaluation. Their voices in the qualitative interviews are recorded and transcribed into words (Jackson and Mazzei, 2009 and Charteris and Smardon, 2018). By listening to the voices of principals in five provinces in Indonesia, this study, a qualitative research, intends to explore the principals' sensemaking in teacher evaluation.

Design/methodology/approach

This study adopted a qualitative approach, as it was principally concerned with capturing participants' direct experiences in their natural setting as both the teachers' evaluator and school leader (Patton, 2002). The qualitative interview and content analysis were used in this study. The qualitative interview is a type of conversation used to explore informants' experiences and interpretations; in this study, the headmaster (Mishler, 1986; Spradley, 1979 in Hatch, 2002). Researchers used the interviews to uncover the structure of meaning used by principals in making sense the policies that determine teacher evaluations and that are used to carry out evaluations within principal's local authority. The implicit structure can be discovered from direct observation, and the qualitative interviews can bring this meaning to the surface (Hatch, 2002). Therefore, by applying the qualitative interviews, it is expected that information or “unique” interpretations from the principal can be obtained (Stake, 2010). Content analysis is a research technique for making valid conclusions from oral texts into a research context. This analysis can provide new insights, improve researchers' understanding of certain phenomena, or inform other practical actions through the use of verbal data collected in the form of answers to open interview questions (Krippendorff, 2004).

Findings

There are three important findings relating to principals' sensemaking of teachers' evaluation; they are teachers' length of service, principals' perceptions of teacher evaluations and consistency in teacher performance improvement. The principals' perception greatly influences their beliefs and sensemaking of teacher evaluation. In essence, teacher evaluation has not been used to identify high-quality teachers. Principals focus more on the improvement of teachers' welfare than teacher actual performance.

Research limitations/implications

Future research should explore principals' attitude toward the stakeholders when student achievement is not in line with the consistent increase in teachers' performance ratings. And, it is also necessary to investigate the policy makers response to see the consistent improvement in teacher's evaluation is not in line with student achievement. Finally, how to eliminate the culture of joint responsibility without causing frictions in the school environment.

Originality/value

The authors hereby declare that this submission is their own work, and to the best of their knowledge, it contains no materials previously published or written by another person, or substantial proportions of material that have been accepted for the award of any other degree or diploma any other publishers.

Details

International Journal of Educational Management, vol. 35 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Content available
Book part
Publication date: 11 July 2019

Tanya Fitzgerald and Sally Knipe

Abstract

Details

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand
Type: Book
ISBN: 978-1-78754-640-0

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