Pilot Study: Impact of School Director-led Workplace Professional Development Training for In-service Teachers

 

Pilot Study: Impact of School Director-led Workplace Professional Development Training for In-service Teachers

Oluwaseyi Olubunmi Sodiya1, Samira Hajiyeva2

1Educational Administration Organization and Planning of Education, Department of Education School of Humanities, Education and Social Sciences Khazar University, Baku, Azerbaijan 2School of Education, ADA University, Baku, Azerbaijan

Journal of Education and Learning (EduLearn) Vol.16 No.1 (February 2022)

วิเคราะห์และนำเสนอบทความ โดย  Wannarasmi  Chanthakut

Abstract

Teacher’s attitudes and strategies can be influenced by workplace professional learning, which in turn affects student engagement and learning. Although educators are accountable for their professional development, the school must be learning-centered and able to provide resources for all members of the institution to improve their teaching and learning skills for the overall development of the school. The project's goal was to perform a pilot intervention study on the impact of school director-led workplace professional development for in-service teachers to provide evidence and recommendations on the impact of school director-led workplace professional development training for teachers. The intervention study on school director-led workplace professional development training for teachers on formative assessment indicates that there were significant changes in teachers’ understanding and use of formative assessment. The result found that there is a statistical difference between the teacher’s pre- and post-intervention survey responses on formative assessment workplace professional development training. The evidence stands as a recommendation for school directors, teachers, the Ministry of education, and other stakeholders for quality teaching and whole school development.

Research Objectives

This study aimed to evaluate the impact of school director-led workplace professional development training on in-service teachers' understanding and application of formative assessment techniques while assessing its broader implications for school and student development.

Related Literature and Theoretical Framework

The study is grounded in Wenger's Social Learning Theory, emphasizing:

1.     Meaning: Enhancing the ability of individuals and groups to find significance in their work.

2.     Practice: Utilizing shared resources and frameworks to sustain engagement.

3.     Community: Building configurations that value collaborative goals.

4.     Identity: Transforming personal and professional roles within a learning community.

The literature highlights the critical role of school principals in facilitating professional growth (Fullan, 2014) and fostering a collaborative environment that supports instructional improvement (Darling-Hammond, 2017).

Conceptual Framework

This framework situates the school director as a transformative leader who organizes and delivers targeted in-house training, fostering teacher quality and student achievement while driving whole-school progress.

📈📐Research Methodology

• Population and Sample: The study involved nine teachers from a private school in Baku, Azerbaijan, including subject and homeroom teachers.

• Design: A mixed-methods approach was utilized, incorporating pre- and post-intervention surveys, training sessions, and reflective evaluations.

• Data Collection: Observations, surveys, and teacher reflections were employed to identify needs, measure progress, and evaluate outcomes.

• Statistical Tools: Descriptive analysis and t-tests assessed changes in teacher responses before and after intervention.

The intervention demonstrated that school director-led training can significantly enhance teacher competencies, which positively influences student outcomes and overall school performance.

• Recommendations:

• Encourage school leaders to adopt similar low-cost, impactful professional development initiatives.

• Support from policymakers and educational stakeholders is crucial for scaling such programs.

• Further research should explore the long-term impact of professional development on school culture and leadership efficacy.

🔑🔆Key Findings

1.     Pre- and Post-Intervention Analysis:

o    Teachers’ understanding and use of formative assessment improved significantly, as indicated by increased agreement in survey responses (e.g., Agree responses rose from 14.21% to 22.40%).

o    Statistical analysis confirmed meaningful changes in teacher perceptions (t-stat = -2.47; p < 0.05).

2.     Teacher Reflections:

o    Teachers appreciated the training for uncovering gaps in their feedback techniques and enhancing their classroom strategies.

o    They suggested more practical examples and time management tips to optimize formative assessments.

Conclusions and Recommendations

This study illustrates the transformative potential of in-house professional development and emphasizes the pivotal role of school directors in advancing teaching quality and fostering collaborative learning environments.