Educator Sentiments on How Primary School Staff Development Programmes could be Made More Effective: In Quest for Educational Excellence
Keywords:educators, school staff development, effectiveness, primary schools, quality education
This study explored the sentiments of educators on how primary school staff development programmes could be made more effective; in pursuit of educational excellence. The case study design within the qualitative research paradigm was adopted. A sample of 42 educators in Zimbabwean primary schools; comprising of 36 teachers and 6 head teachers was used. Focus Group Discussions and Interviews were utilised to generate data. The major findings were that school management should consider teachers’ staff development needs as the major priority and that the relevant ministry should also support staff development programmes in order to promote their effectiveness. Accordingly, the researcher concluded that the efficacy of primary school staff development could be enhanced if all stakeholders would work together in order to ensure their effectiveness while educators should be made to realise the importance of staff development programmes as being part of their professional development.
Askling, B. (2011). Quality monitoring and evaluation as an institutional enterprise. Quality in Education Journal, 3, 17-26.
Barth, R. S. (2011). The principal learner. Cambridge: International Network for Principals’ Centres, Harvard Graduate School of Education.
Best, J.W. & Kahn, J.V. (2009). Research in education. Boston: Allyn and Bacon.
Brennen, N. (2011). Staff development as an imperative avenue in ensuring quality. International Journal of Education Research, 20, 1-17.
Champion, M. (2013). Teachers as designers in self-directed professional development. New York: Harper and Collins.
Corcoran, T.B. (2011). Helping teachers teach well: transforming professional development: policy and briefs. New York: Consortium for Policy Research in Education.
Creswell, J.W. & Maietta, R.C. (2013). Qualitative research. Thousand Oaks: Sage.
Denzin, N.K. & Lincoln, Y. S (2012). Strategies of qualitative inquiry. Boston: Sage.
Ganser, T. (2010b). An ambitious vision of professional development for teachers. NASSP Bulletin, 84, 6-12.
Gasva, D. (2019). Primary school teachers’ understanding of staff development and its implications for quality education in Zimbabwe. East African Scholars Journal of Education, Humanities and Literature, 2, 317-326.
Gasva, Mutanana & Goronga (2019). Challenges faced by teachers in the implementation of the new curriculum in selected primary schools in Zimbabwe: quest for quality education. East African Scholars Journal of Education, Humanities & Literature, 2,327-334
Glatthorn, A. (2011). Quality teaching through professional development. California: Corwin.
Guba, E. G. & Lincoln, Y. S. (2011). The evaluator as instrument: effective evaluation. San Francisco: Jossey-Bass.
Guskey, T.R. & Huberman, M. (2014). Professional development in education: new paradigms and practices. New York: Teachers College Press.
Gutuza, R.F. (2016). A Critique of Continuous Professional Development and In-servicing of Teachers. Global Journal of Advanced Research, 3, 474-478.
Lieberman, A. & Wood, D. (2012). Expanding the reach of employee development reforms: perspectives from leaders in the scale-up of staff development interventions. The National Staff Development Project, 4, 81–106.
Loucks-Horsley, S., Harding, C., Arbucle, M. & Murray, L. (2007). Continuing to learn: A guidebook for teacher development. Andover: MARL for Educational Improvement.
Manual of policies and procedures on staff development and training (2000): Manual letter number SD90-01. California: University of California.
McMillan, J.H. & Schumacher, S. (2010). Research in education: a conceptual introduction. Glasgow: Harper and Collins.
Mukeredzi, T. G. (2013). The journey to becoming a teaching professional in rural South Africa and Zimbabwe. Australian Journal of Teacher Education, 38, 85-104.
Mukomana, S., Mangozhe, N. & Gasva, D. (2017). In pursuit of the successful implementation of the new curriculum in Zimbabwe’s primary and secondary schools. Scholars Journal of Arts, Humanities and Social Sciences, 5, 156-164.
Patton, M. Q. (2012). Qualitative research and evaluation methods. Boston: Sage.
Reimers, E.V. (2013). Teacher professional development. Washington DC: International Institute for Educational Planning.
Rout, S. & Behera, S.K. (2014). Social constructivist approach in teacher professional development: an overview. American Journal of Educational Research, 2, 1-12.
Sarvadi, P. (2012). The nature and importance of employee development. Massachusetts: Jeffrey and Wilke.
Somekh, B. & Lewin, C. (2010). Research methods in the social sciences. London: Sage.
Sparks, D. & Loucks-Horsley, S. (2009). Models of staff development. International Journal of Staff Development, 10, 84-99.
Steinke, I. (2014). Quality criteria in qualitative research: a companion to qualitative research. London: Sage.
Steyn, G.M. (2011). Continuing professional development in South African schools. Journal of Social Sciences, 28, 43-53.
Western, S. (2010). Practising organisational development. London: Routledge.
Wideen, M.F. (2012). School-based teacher professional development. London: Falmer.
Yorke, M. (2011). Staff development theory in education. British Journal of Teacher Education, 3, 27-33.
- 2021-09-09 (2)
- 2020-12-25 (1)
How to Cite
Copyright (c) 2020 Author
This work is licensed under a Creative Commons Attribution 4.0 International License.