Organizational Factors, Teachers’ Professional Development and Teaching Practices: Findings from Female Elementary School Teachers

Zaidi, Sana; Khan, Naveed R.; Khan, Najmunnisa

doi:10.22555/ijelcs.v3i1.2155

Cited by 4 publications

(7 citation statements)

References 16 publications

(21 reference statements)

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“…Additionally, the study is similar to another one conducted by Zaidi, Khan, & Khan (2018), which highlighted the importance of teacher development in implementing educational reforms. Furthermore, the findings support the arguments in the study by Holland (2005), which classifies the improvement of teacher educational skills is crucial in creating a strong foundation for schools.…”

Section: Findings and Discussionsupporting

confidence: 63%

“…For the assessment of the teaching competencies, there lies a strong relationship among organizational factors, teacher development and teaching practices. In these competencies, Teachers' development is the most important for the implementation of educational reforms (Zaidi, Khan & Khan, 2018). Therefore, professional development of teachers is a continual cycle in which teachers are expected to improve their knowledge, learn new skills and adjust practical skills because the creation of their employment is primarily for their pupils and to bring the reforms in education.…”

Section: Literature Reviewmentioning

confidence: 99%

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English Teachers’ Attitude towards Professional Development in Kuwait

Alzankawi

2020

Int. J. Appl. Linguist. Engl. Lit.

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Teacher professional development is a life-long and continuous process in which teachers are expected to upgrade their knowledge, master new skills, and change their practices since advancement in their teaching career is finally for their students and education reform. Besides, teachers and their professional development must be seen as an investment. This study is designed to investigate the English teachers’ attitude towards professional development in Kuwait and the problems encountered by those teachers, and their need for professional development programs. It intends to devise innovative approaches for English teacher’s development in Kuwait based on teachers’ requirements to provide those teachers with all they need to overcome the obstacles they face in their professional lives. It will also assess teachers’ preferences of the pedagogical tools that enable them to convey the instructional material. The participants in this study were 20 experienced in-service English teachers who were chosen randomly from three different institutes at the Public Authority for Applied Education and Training (PAAET) in Kuwait. Data were gathered from two main sources: Interviews with in-service teachers of English, and questionnaires. Specifically, the study aimed to address questions related to the teachers’ future development and the possible problems facing them or expects that might face them in the future, and their feedback about the challenges and difficulties of teaching English in Kuwait. The findings revealed a lack of teachers’ development in some particular areas that need more skill development of English teachers. Intensive training courses should be applied for the in-service teachers, and professional development programs should promote and enhance teaching effectiveness and support professional growth. Teachers’ professional development should permit the transition to higher status and responsibility roles within the teaching profession. Therefore, teachers need access to new research and acknowledgment in teaching literacy, language development, and an integrated curriculum. Moreover, they need appropriate up-to-date qualifications in both the content area of the subject and teaching methodology. They also need opportunities to share expertise with other experienced teachers and educators, leading to reflection on practice. Furthermore, high-quality teaching should be focused on developing a strong, well informed, and well supported professional body to respond to community and educational concerns. Also, access to professional development is of paramount importance as it enables teachers to improve students’ learning outcomes. Finally, English teachers can actively participate in evaluating teaching practices and programs; and actively participate in the implementation of local state and national curriculum initiatives.

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Section: Findings and Discussionsupporting

confidence: 63%

Section: Literature Reviewmentioning

confidence: 99%

English Teachers’ Attitude towards Professional Development in Kuwait

Alzankawi

2020

Int. J. Appl. Linguist. Engl. Lit.

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“…Addressing these, requires systemic changes, including promoting gender equity, fostering inclusive organizational cultures, ensuring religious tolerance, supporting work-life balance, and enhancing peer and institutional support for female leaders. These barriers were also endorsed in past studies (Raza, 2016;Zaidi et al, 2018). The effectiveness of female Principals' participation in school education was similarly discussed by Jahan (2022) that concluded that an increased female leaders' participation in the education system would contribute to making female Principals, effective efficient and productive school Principals, able to influence their peers and their teachers, working in their schools.…”

Section: Discussionmentioning

confidence: 81%

Factors Affecting the Female School Principals’ (in Pakistan) Leadership and Management Styles

Haroon Gill,

Khokhar

2024

Voyage Journal of Educational Sciences

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The number of female teachers and principals in Pakistan, in both public and private sectors, has significantly increased. However, there are very few studies that have focused on how female principals lead and manage their schools, as well as the factors influencing their leadership behaviors and practices. The study aims to investigate the barriers and factors that affect women's leadership and management styles in the context of Pakistan. The research collected data from school principals from three major cities of Pakistan: Rawalpindi-Islamabad, Lahore, and Karachi. The individual interviews were conducted online using Zoom and Google Meet. Research participants were selected through a convenience sampling strategy. The interview data was analyzed and categorized into themes such as family and peer support, social, cultural, and religious associations, and their influence on school principals' perspectives and leadership value systems. This study finds a connection between family and peer support and their influence on the transition of teachers into school principals. This study also found that the social, cultural, and religious belief systems also contributed to the growth of female principals' development and played a crucial role in nurturing their leadership skills.

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“…He stated that leadership in developing countries is vital, but school principals suffer from enormous limitations. Similarly, Zaidi et al (2018) showed that lack of professional development for school principals can also contribute to the leadership challenges in developing countries.…”

Section: Literature Reviewmentioning

confidence: 99%

Leadership Challenges in Developing Countries: A Case Study of Pakistani Higher Secondary Schools

Ayaz

2024

JRPP

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The main objective of the research was to explore public school principals’ leadership problems and the techniques they used to overcome those problems. A qualitative research case study was conducted involving 10 public school principals (5 male and 5 female) from district Mardan of Pakistan. The data were gathered through semi-structured interviews and analyzed using the thematic analysis process. The results show that public school principals in Pakistan face multiple problems, including lack of authority, insufficient assistance from higher authorities, lack of resources, and teacher recruitment and retention issues. Additionally, the research also found that public school principals in Pakistan combat their problems with a variety of techniques, including creating a friendly rapport with teachers, engaging the community in the educational process, seeking help from higher authorities, and effectively leveraging resources. Moreover, this research has also examined Pakistani female public school principals’ problems and tactics. The results show that female public-school principals in Pakistan experience typical male principals’ problems, including lack of autonomy, insufficient resources, and support from higher authorities, as well as gender inequity. The results of the study have significant implications for policy and practice as the results of the study can inform specific policies and practices that can help in enlightening public schools’ leadership in Pakistan to improve the quality of education for students.

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Organizational Factors, Teachers’ Professional Development and Teaching Practices: Findings from Female Elementary School Teachers

Cited by 4 publications

References 16 publications

English Teachers’ Attitude towards Professional Development in Kuwait

English Teachers’ Attitude towards Professional Development in Kuwait

Factors Affecting the Female School Principals’ (in Pakistan) Leadership and Management Styles

Leadership Challenges in Developing Countries: A Case Study of Pakistani Higher Secondary Schools

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