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Girma M. Geletu – Journal of Adult and Continuing Education, 2024
The study evaluated the relevance and effectiveness of primary school teachers' professional development policy and practices in Oromia Regional State. The researcher used a mixed method with concurrent triangulation design. The researcher selected a total of 618 samples of the study using different sampling techniques such as purposive,…
Descriptors: Elementary School Teachers, Professional Development, Educational Policy, Program Effectiveness
Pham Thi Thanh Hai; Nguyen Le Thach; Doan Nguyet Linh – Journal of Teacher Education for Sustainability, 2024
Teachers in Vietnam need professional learning in order to meet the national requirements of comprehensive educational reform. Teacher professional development encompasses all forms of continuous education for educators. Teacher professional learning is a continual process that begins with schools determining the educational outcomes that are…
Descriptors: Informal Education, Faculty Development, Foreign Countries, Teacher Participation
Wawan Krismanto; Ahmad Syawaluddin; Sayidiman; Muhammad Irfan – Journal of Learning for Development, 2024
The COVID-19 pandemic has caused a rapid transformation of Teacher Professional Education (TPE) in Indonesia from face-to-face to online. Although the programme is run online, learning activities, namely collaborative learning among programme participants, practitioners, and experts, are increasingly being encouraged. This study attempts to…
Descriptors: Foreign Countries, Online Courses, Cooperative Learning, Faculty Development
Larisa Gray – ProQuest LLC, 2024
This study examined the effectiveness of the Exploring Scholars Initiative (ESI) at Alpine International School (AIS) in Europe in enhancing collective teacher efficacy. Established nine years ago, the ESI supports innovation and best practices in professional development. Alpine International School faculty are invited to propose passion projects…
Descriptors: Teacher Empowerment, Faculty Development, Self Efficacy, Teacher Effectiveness
Eleni Dimitrellou; George Koutsouris; Alison Pearson – Pastoral Care in Education, 2025
The secondary school curriculum largely aims to prepare students academically, often overlooking the holistic development of the learner. The benefits of socio-emotional learning (SEL) to student behaviour and academic attainment are gradually acknowledged and discussed, but teachers may find it hard to integrate SEL into their subject knowledge.…
Descriptors: Secondary School Curriculum, Emotional Development, Social Emotional Learning, Social Development
Boulay, Marie-France; Hamel, Christine; Hamel, Sandra – International Review of Education, 2023
Participating in effective professional development (PD) is beneficial in many ways for teachers themselves, but also for improving school systems. "Effective" PD differs from "traditional" PD in that it employs elements known to support changes in teaching practices and in student learning. Characteristics of effective PD…
Descriptors: Program Effectiveness, Faculty Development, Elementary School Teachers, Language of Instruction
Rihanat Abiodun Ashade; Shareef Akanbi Ashade – International Journal of Research in Education and Science, 2024
High-performance work systems (HPWS) have been a topic of interest in various industries, but their impact on teachers' productivity in Nigeria is a crucial area of study. The education sector in Nigeria faces numerous challenges, including inadequate resources, large class sizes, and limited professional development opportunities. In addressing…
Descriptors: Productivity, Labor Force Development, Foreign Countries, Teacher Effectiveness
Deesha Chadha – Professional Development in Education, 2024
Personal observations suggest that science lecturers in higher education do not always feel comfortable engaging with the support offered through academic development initiatives. At a research-intensive university in the UK, research was conducted using a mixed-methods approach to establish how science lecturers engaged with continual…
Descriptors: Faculty Development, Professional Continuing Education, Science Teachers, College Faculty
Lukas Matati Josua; Leena Kaunapawa Iitula; Hafeni Pamwenase Shikalepo Hamakali; Justina Latenda Amakali – Journal of English Teaching, 2024
The paucity of English teachers in Namibia's research output as well as practicing the scholarship of teaching and learning has been noticed and noted. Therefore, the purpose of this study is to evaluate the views of English teachers in the Kalahari Circuit in the ||Kharas Region in Namibia on the effect of an intervention to enhance their…
Descriptors: Foreign Countries, English (Second Language), Language Teachers, Teacher Participation
Lavy, Shiri – AERA Open, 2022
The two studies presented here examine the effects of teachers' enhanced sense of meaning at work (SOM) on their burnout and engagement. In the first study, 41 teachers in two Arab schools were randomly assigned to a meaning-induction group--in which they were prompted daily to acknowledge meaningful incidents at work for 2 weeks or to a control…
Descriptors: Teacher Burnout, Teaching Conditions, Arabs, Jews
Martino, Daniele C.; Naqvi, Nilofer C. – Technology, Pedagogy and Education, 2023
Despite the rising global prevalence of autism spectrum disorders (ASD), significant disparities in ASD knowledge persist worldwide. Professional development trainings are effective in increasing teacher knowledge of ASD; however, in-person trainings pose accessibility concerns for teachers in low- and middle-income countries. In sub-Saharan…
Descriptors: Foreign Countries, Autism Spectrum Disorders, Telecommunications, Handheld Devices
Makopoulou, Kyriaki; Neville, Ross D.; Ntoumanis, Nikos; Thomas, Gary – Professional Development in Education, 2021
Whilst attendance at short, day-long courses or workshops features prominently in teachers' continuing professional development (CPD) profiles, research remains equivocal about their lasting impact. The present study addresses questions about the impact of short-course CPD in the context of a national CPD programme aimed at developing teachers'…
Descriptors: Faculty Development, Self Efficacy, Secondary School Teachers, Teacher Aides
Ingrid Hemmer; Christoph Koch; Anna Peitz – International Journal of Sustainability in Higher Education, 2024
Purpose: This paper aims to analyze the extent to which education for sustainable development (ESD) training enhances university teachers' professional competence and whether it has the same effect in the digital as in the face-to-face format. Design/methodology/approach: A training concept was developed based on the professional action competence…
Descriptors: Sustainable Development, College Faculty, In Person Learning, Electronic Learning
Ahmad, Hussain; Shah, Sayyed Rashid – Cogent Education, 2022
Teacher agency has a powerful influence on teachers' classroom practices, student learning outcomes, and other professional undertakings. Although teacher agency shaping is a core subject of professional development (PD), most in-service PD initiatives focus on developing teaching knowledge and skills while enhancing teacher agency. The current…
Descriptors: Foreign Countries, English (Second Language), Language Teachers, Second Language Instruction
Ilgan, Abdurrahman; Aktan, Osman; Üztemur, Servet – Discourse and Communication for Sustainable Education, 2022
The present study aims to investigate in which areas teachers need Professional Development Activities (PDAs), the barriers that prevent teachers from participating in PDAs, their frequency of participating in collegiality-based PDAs, and the relationship between their views about the effectiveness of PDAs and their professional commitment. The…
Descriptors: Foreign Countries, Sustainable Development, Faculty Development, Program Effectiveness