Impact of teachers’ professional development on school improvement—an analysis at Bangladesh standpoint

Abstract

This study seeks to describe the teachers' professional development activities in Bangladesh and explores the hypotheses about the relationship between teachers' traditional professional development activities and school improvement. Data from a representative sample of City secondary schools from Bangladesh (n = 127) were gathered through questionnaires from 127 principals and 694 teachers. Hierarchical multiple regression analysis was used in this research. This study found significant impacts of some of teachers' professional development activities on school improvement. Also found that the maximum school improvement can be achieved if schools put more emphasis on teachers' collaboration, in-service training and classroom observation and less emphasis on individual action enquiry. The findings of this study provide important information for the policy makers, educational managers and especially for the headmasters and teachers concerned with the improvement of teachers' quality in secondary schools of Bangladesh. This study adopts a concurrent approach of data collection and analysis.

Examining the Relationship between Teachers’ Individual Innovativeness and Professionalism

“…These behaviours of teachers are also positively related to the quality of instructional practices (Cohen & Hill, 2000), classroom management strategies (Guskey, 1986), improving student learning (Hoque, Alam, & Abdullah, 2011;McDonald, Son, Hindman & Morrison, 2005;Poekert, 2012), school development (Cansoy & Parlar, 2016), teacher job satisfaction (Altınkurt & Yılmaz, 2014), confidence in colleagues (Dean, 2011), teacher self-efficacy and confidence in the school principal (Koşar, 2015). Teacher professionalism refers to enhancing the standards towards student learning and the quality of practices in improving instruction (Hargreaves, 2000).…”

“…These studies investigated the relationship of teacher professional behaviours with the bureaucratic structure of schools (Cerit, 2012;Karaca, 2015), burnout (Çelik, 2015), school culture (Kılınç, 2014;Tschannen-Moran, 2009), school development (Cansoy & Parlar, 2016;Hoque, Alam & Abdullah, 2011), confidence in the administrator and teacher self-efficacy (Koşar, 2015). One of the concepts that can be related to teacher professional behaviours is individual innovativeness.…”

Examining the Relationship between Teacher Leadership Culture and Teacher Professionalism: Quantitative Study

“…In this context, these findings can be evaluated positively. Education becomes more qualified along with the professional behaviors of teachers (Hoque, Alam and Abdullah, 2011;McDonald, Son, Hindman and Morrison, 2005;Newmann, King and Χ Youngs, 2000;Poekert, 2012;Şişman, 2011). In this respect, it can be stated that teachers make more contributions to school development, carry out studies for their professional development and participate in professional cooperation, depending on the fact that professional behaviors of teachers are at high level.…”

“…The teacher is one of the most basic variables of quality education (Hoque, Alam and Abdullah, 2011;McDonald, Son, Hindman and Morrison, 2005;Newmann, King and Youngs, 2000;Poekert, 2012;Şişman, 2011). The qualified teacher has a critical importance in decreasing the differences in success among students who are socio-economically disadvantaged (OECD [Organisation for Economic Co-operation and Development], 2016) and in transforming schools into effective learning environments (Hildebrandt and Eom, 2011;Rolff, 2008).…”

A framework for evaluating qualitative changes in learners' experience and engagement: developing communicative English teaching and learning in Bangladesh

“…Further, resources that could be used to promote professional development (such as professional periodicals, journals and videos) are not accessible within most schools (Hoque et al, 2010) and there is generally no culture of collaboration, mutual support and sharing of professional experiences among secondary teachers (Thornton, 2006).…”