Investing in Administrator Efficacy: An Examination of Professional Development as a Tool for Enhancing Principal Effectiveness

Grissom, Jason A.; Harrington, James R.

doi:10.1086/653631

Cited by 91 publications

(115 citation statements)

References 28 publications

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“…Due to the fragility of many public educational systems, many developing nations have seen a rapid increase in the growth of low-fee private schools (LFPSs). Researchers such as Grissom and Harrington (2010) and Leithwood et al (2004) have demonstrated that training the school leadership team is fundamental to improving learning and transferring knowledge (Leithwood et al, 2004;Grissom and Harrington, 2010;Swaffield et al, 2013). However, to date, little has been done to improve the school leadership teams in Africa, particularly in West Africa (Bush and Oduro, 2006;Bush et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Learning Transfer: The Missing Link to Learning among School Leaders in Burkina Faso and Ghana

Brion

Cordeiro

2018

Front. Educ.

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Every year, billions of dollars are spent on development aid and training around the world. However, only 10% of this training results in the transfer of knowledge, skills, or behaviors learned in the training to the work place. Ideally, learning transfer produces effective and continued application by learners of the knowledge and skills they gained through their learning activities. Currently, there is a limited body of research examining the factors that hinder and promote learning transfer in professional development, particularly the professional development of school leaders in developing countries. This qualitative exploratory study sought to address the gap in the literature by examining six schools: three in Burkina Faso and three in Ghana, West Africa. This investigation explored what promoted and hindered learning transfer in both countries. The sample consisted of 13 West-African school leaders (6 in Burkina Faso and 7 in Ghana) who attended a 3-day leadership training workshop. Data collection included in-depth interviews, document analysis, post-training site visits, and text messages to ascertain whether this mobile technology intervention enhanced learning transfer. The findings demonstrated that learning transfer occurred in both countries in all six schools. Data indicated that most of the transfer of learning happened in areas not requiring mindset and behavioral changes. Data suggested that the facilities in which the trainings took place, the facilitators' dispositions and knowledge, the adequacy of the materials as well as the testimonials and certificate of completions enhanced the transfer of learning. Participants also indicated some inhibitors to the transfer of learning, such as financial, cultural, and human behavior constraints. This study helps increase our understanding of what promotes and inhibits learning transfer in educational settings in Burkina Faso and Ghana and provides suggestions for trainers and teachers who facilitate trainings.

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Section: Introductionmentioning

confidence: 99%

Learning Transfer: The Missing Link to Learning among School Leaders in Burkina Faso and Ghana

Brion

Cordeiro

2018

Front. Educ.

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“…Assim, muitos autores relatam que os responsáveis pelas escolas acabam aprendendo sobre suas atividades durante a prática, ou seja, de maneira informal e cotidiana (MATHIBE, 2007;SINGH, 2007;ELLER, 2010;LUMADI, 2013), fazendo uso do conhecimento adquirido ao longo da carreira (MATHIBE, 2007;CARDNO;YOUNGS, 2013;GUMUS, 2015;JIMÉNEZ, 2015). BRYANT; LEE, 2013), prevalecendo a falta de aplicação dos conhecimentos de forma prática (HESS; KELLY, 2007;MATHIBE, 2007;OPLAKA, 2009;ELLER, 2010;GRISSON;HARRINGTON, 2010;SCHMIDT, 2010;MOOROSI, 2011;DONOSO et al, 2012). Tais ações interferem no desenvolvimento das habilidades dos gestores, na transferência dos conhecimentos adquiridos da teoria para prática e na capacidade e dificuldade dos gestores de refletir sobre o conteúdo da capacitação (BUSH; KIGGUNDU;…”

Section: )unclassified

“…No entanto, a crítica mais recorrente nas pesquisas é com relação à distância e diferença entre as visões teórica e prática SINGH, 2007;HESS;KELLY, 2007;MATHIBE, 2007;GRISSON;HARRINGTON, 2010;DIGWAMAJE;ASSAN, 2012;DONOSO et al, 2012;BRYANT;LEE, 2013;CHEN, 2013;CONTI;FREITAS-DE-LIMA, 2015;GUMUS, 2015;JIMÉNEZ, 2015). Os autores sugerem fortemente a busca pela aproximação entre a posição racional da academia com a realidade das capacitações dos gestores escolares, almejando dessa forma, atingir um equilíbrio entre a teoria (conteúdo) e prática (OPLAKA, 2009;YAN;EHRICH, 2009;MOOROSI, 2011 …”

Section: )unclassified

“…A seleção das estratégias, métodos e procedimentos instrucionais devem ser realizadas tendo os participantes da BRYANT; LEE, 2013) e à falta de conhecimentos práticos, ou seja, a aplicação das ideias geradas durante a própria capacitação (LÜCK, 2000;HESS;KELLY, 2007;MATHIBE, 2007;OPLAKA, 2009;ELLER, 2010;GRISSON;HARRINGTON, 2010;SCHMIDT, 2010;MOOROSI, 2011;DONOSO et al, 2011;CARVALHO, 2012).…”

Section: Panorama E Estrutura Das Capacitaçõesunclassified

“…Apesar de possuírem a função de capacitar, aperfeiçoar e desenvolver o indivíduo (MILIONI, 2001), muitas vezes os conteúdos repassados por esses cursos não são aplicado no cotidiano da gestão escolar (GRISSOM; HARRINGTON, 2010;MOOROSI, 2011). Servindo praticamente para atribuir "pontos" ao plano de carreira (PARO, 2015), as capacitações no Brasil estão distantes da realidade cotidiana dos responsáveis e sua efetividade é baixa (TEIXEIRA, 2003;PARO, 2015).…”

Section: Introductionunclassified

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