Perceptions and practices of professional development of community school teachers

Abstract

Professional development is a deliberate process, guided by a clear vision. It is a consciously designed to bring about positive change and improvement. The main objective of this study was to determine the relationship between the professional development activities provided for teachers and the change of teachers’ perceptions and practices. The theoretical framework based upon Guskey’s (2000) model of teacher change and evaluating professional development. According to this model, significant change in teachers’ perceptions and practices occurs primarily after they gain evidences of improvements in students learning achievements. They rarely become committed to a new instructional approach until they have seen it (new instructional approach) work in their classrooms with their students. Quantitative research methodology was used to conduct an evaluation of perceptions and practices of professional development activities in community school of Kathmandu district. The researcher developed a set of survey questionnaire on the basis of five point likert scale around the five critical levels of Guskey’s model and literature. Only one hundred five teachers 52.5 % (out of 200 target sample) could be included in this study. This study found that seventy five percent of teachers were aware of their professional goals and plan. They believed that their professional development experiences had the impact on their student learning achievements. One of the major findings of this study was the strong correlation between teachers’ implementation of new knowledge and skills in the classroom practices and impact on student learning achievements. At the same time, there was low correlation between organizational support and the change in teachers’ attitudes and beliefs. The result of the study supported the Guskey Model and research literature indicating that there was the significant relationship between the professional development activities provided for teachers and the change of teachers’ perceptions and practices.

Key Terms: Professional Development, Perceptions and Practices, Guskey Evaluation Model, Community School, Significant relationship