ERIC Number: EJ1170564
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Characteristics and Models of Effective Professional Development: The Case of School Teachers in Qatar
Abu-Tineh, Abdullah M.; Sadiq, Hissa M.
Professional Development in Education, v44 n2 p311-322 2018
The purpose of this study was to investigate the characteristics of effective professional development and effective models of professional development as perceived by school teachers in the State of Qatar. This study is quantitative in nature and was conducted using a survey methodology. Means, standard deviations, t-test, and one-way analysis of variance (ANOVA) were utilized to analyze the collected data. Results of the study revealed that school teachers in Qatar perceived the proposed characteristics of effective professional development to be highly effective. Further, school teachers in Qatar perceived mentoring model (mentoring model (providing professional support from experienced teacher to new hiring teacher) as the most effective professional development model. However, an online training program was rated to be the least effective professional development model. Finally, results showed that there are no significant differences among school teachers in perceiving the proposed characteristics of effective professional development and in perceiving the most and the least effective professional development models that are attributed to their gender, years of experience in teaching, and school level.
Descriptors: Foreign Countries, Faculty Development, Program Effectiveness, Teacher Attitudes, Teacher Surveys, Statistical Analysis, Mentors, Online Courses, Gender Differences, Teaching Experience, Institutional Characteristics, Elementary Secondary Education, Likert Scales, Models
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Qatar
Grant or Contract Numbers: N/A