ERIC Number: EJ1136991
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 37
Managing School-Based Professional Development Activities
Cheng, Eric C. K.
International Journal of Educational Management, v31 n4 p445-454 2017
Purpose: The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy. Design/methodology/approach: This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model. Findings: The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy. Originality/value: This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD.
Descriptors: Learning Activities, Faculty Development, Models, Professional Continuing Education, Quasiexperimental Design, Questionnaires, Teacher Surveys, Instructor Coordinators, Structural Equation Models, Administrator Role, Principals, Organizational Culture, Collegiality, Program Administration, Program Effectiveness, Performance Factors, Predictor Variables, Foreign Countries, Likert Scales, Factor Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Hong Kong