School principals’ professional development in the framework of sustainable schools in Cyprus: a matter of refocusing

Zachariou, Aravella; Kadji‐Beltran, Chrysanthi; Manoli, Constantinos C.

doi:10.1080/19415257.2012.736085

Cited by 18 publications

(16 citation statements)

References 32 publications

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“…White (2013) emphasises that this relationship and specifically trust are important aspects to motivate development. Zachariou et al (2013) also refer to the importance of principals in development, emphasising their role in ensuring that development is sustained. This is directly linked to the intrinsic motivation of individuals to be committed to development over a long period (years), specifically in underperforming schools.…”

Section: Professional Developmentmentioning

confidence: 98%

Motivation as critical factor for teacher development in contextually challenging underperforming schools in South Africa

Heystek

Terhoven

2014

Professional Development in Education

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There is considerable interest in teacher development at present. This is especially so at underperforming schools, where teacher development is seen as an essential ingredient in transforming these schools into performing schools. Since many teachers at these schools might be reluctant to participate in development activities, it is important to identify the factors that might motivate them to do so. This article first surveys the literature on aspects of motivation, professional development and adult learning principles in relation to contextual factors that affect underperforming schools and various motivation theories. The article then reports on a qualitative study that was used to explore the factors that motivate teachers to participate in development activities. These are related to theories of motivation as well as principles of adult learning. The underlying assumption is that a greater understanding of these factors could help development programme designers devise ways of encouraging teachers at underperforming schools to participate in professional development activities.

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Section: Professional Developmentmentioning

confidence: 98%

Motivation as critical factor for teacher development in contextually challenging underperforming schools in South Africa

Heystek

Terhoven

2014

Professional Development in Education

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“…First, literature into leadership development invariably focuses on education system provision (Harris 2008, Bush 2012, Schleicher 2012, Earley 2013, Zachariou et al 2013). This situation is not unexpected, because it is systems that have control over funding, staffing and the material resources so necessary to construct learning programmes.…”

Section: Individual Responsibility Versus System Dominance Of Leadersmentioning

confidence: 99%

Personal agency in leadership learning using an Australian heuristic

Lovett

Dempster

Flückiger

2014

Professional Development in Education

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The starting point for this article is the lack of a robust research base regarding details of what works and why for school leaders' professional development. The article extends work undertaken for a recent commissioned literature review of selected international reports on supporting school leaders' development strategies. The authors reveal that the leadership learning landscape seems to be one where system provision over-shadows individuals taking personal responsibility for their leadership learning. In an endeavour to create a balance between system and individual agendas, the authors have created an augmented version of a leadership learning heuristic tool originally developed by Clarke and Wildy. The tool is designed as a starting point only, intended to help leaders identify the state of their current knowledge about leadership as well as their future professional development needs using the tool's five focal points -pedagogy, people, place, system and self. An example of the tool completed by a practising principal is used to show his current leadership knowledge profile and the knowledge fields on which he will need to focus his learning in the future. The authors conclude with suggestions for further research on personal agency in school leadership learning.

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“…These aspects supported the participants' role as leaders for change. Professional development should be oriented towards system-wide change and include multiple forms of education so as to provide the proficiency required for sustainable schools (Zachariou et al, 2013;Kadji-Beltran et al, 2013).…”

Section: Conclusion and Future Research Implicationsmentioning

confidence: 99%

Educating academic staff to reorient curricula in ESD

Biasutti

Makrakis

Concina

et al. 2018

IJSHE

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Purpose The purpose of this paper is to present a professional development experience for higher education academic staff within the framework of an international Tempus project focused on reorienting university curricula to address sustainability. The project included revising curricula to phase sustainable development principles into university courses. Design/methodology/approach A qualitative approach was used to examine perceived professional development. Focus groups have been conducted with the academic staff who participated in the project. Findings The results provided evidence that revising their curricula offered the participants an opportunity to discuss different principles, teaching methods, didactic processes and practices in Education for Sustainable Development (ESD). Several strategies emerged during curricula revision such as a positive attitude towards meta-cognitive strategies and a goal-oriented approach to curriculum planning. Moreover, the project induced the academic staff to reconsider their teaching methods. Research limitations/implications The main limitation is the restricted generalisability of the findings, because of the small number of participants. Further research is needed to confirm the theoretical model that emerged. Implications of the results for professional development and the induction of change in academic staff are also discussed. Originality/value There is little information about training experiences for enhancing professional development in academic staff using ESD principles, and this study provides a starting point. According to the results, the project had an impact on the participants’ attitudes, teaching principles and methods, course design skills and assessment approaches.

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School principals’ professional development in the framework of sustainable schools in Cyprus: a matter of refocusing

Cited by 18 publications

References 32 publications

Motivation as critical factor for teacher development in contextually challenging underperforming schools in South Africa

Motivation as critical factor for teacher development in contextually challenging underperforming schools in South Africa

Personal agency in leadership learning using an Australian heuristic

Educating academic staff to reorient curricula in ESD

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