Perceptions and practices of professional development of community school teachers
Date
2017
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Department of Public Administration
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
Description
Keywords
Professional development, Community school, Significant relationship, Guskey evaluation model