This research proposal is being done to find out or determine teachers’ perception on Professional Development (PD) which is being done in the schools and is being done to explore the effectiveness of Professional Development (PD) programmes planned and conducted by the administrators in the schools. Improvements by teachers through Professional Development (PD) have been identified as the most important way of keeping teachers abreast with the modern technology and the latest developments in education (Darling -Hammond, 2009, Fullan & Hargreaves, 1991). The Government and our Education Ministry in recent years has done so much by launching efforts to improve education by creating a fundamental shift in what children learn and how they are
The process of understanding students and responding to their needs plays an important role in the success of teaching and learning. In recent years, researchers have stressed the role of assessment in this process. Assessment is really vital to the process of education. In schools, the most visible assessments are summative. However, assessment also serves a formative function.
Effective professional development leads “to a long-term gain in teachers’ knowledge” (Gigante & Firestone, 2008, p. 311), which in turn makes a considerable impact on the classroom and the teacher. Danielson (2006) illustrated this thought by stating, “professional development is the corner-stone of improving practice and is essential to teacher growth, expertise, and skill development” (p. 15). When teachers unite and embrace true collaboration alongside teacher leaders then extensive improvement to the school will be likely to occur. Angelle and Teague (2014) note when addressing what school improvement looks like under strong collaboration with teacher leadership, there is a, “ clear and strong relationship between collective efficacy and the extent of teacher leadership” (p. 7). If teacher leaders can find a way to bring their colleagues on board, they will be able to see change begin and teachers in the school will begin to see the value in not staying isolated.
According to Patterson, Collins and Abbott (2004), resilient teachers consider their professional development as a priority. These teachers seem to prefer an active approach to resolve problems. Moreover, Howard and Johnson (2004) highlighted that some teachers involved in their study admitted that they had developed survival skills by reflecting on their practice when things were going wrong. Teachers who participated in Huisman et al’s study (2010) also considered both formal and informal professional development opportunities as a priority. As mentioned earlier in this paper, societal developments in several domains confront schools and teachers nowadays with more challenges of different kinds (Elchardus, 1994; Hargreaves, 1994b).
(2006) recently compiled eight researches to find out correlations between teacher immediacy, student motivation and student learning. These eight studies indicate that immediacy serves as a primary means of motivation, that increasing the capacity of learning. The Role of Teacher: Role of teacher is not only involves standing in front of class and teaching lesson but it involves much more. Teacher performs a major role in student’s learning. As the teacher is known as a role model for students that’s why the teacher should must show positive attitude, be respectable, loving, caring and should make pleasant environment.
By means of using these instructional strategies for their bond to each other, educators are capable of creating and conveying learning that then tackles the academic and linguistic needs of ELLs. Mislang proved that as the figure of ELLs rises in schools in Japan, most teachers are actually in search of valuable ways to facilitate them in succeeding in the classroom. His study then explores, and shows that when educators have fully utilized the SIOP model in as part of their daily instructional frameworks, the academic performance of the subjected ELLs improve as well. Mislang then concluded that the gathered reports and data analyses on the study have made impacts that SIOP-based teaching benefits all students, not only those who are learning English as an additional
Teachers’ self-efficacy is considered to be one of the most important factors affecting teachers’ job satisfaction during their tough teaching years (Wolters & Daugherty, 2007). It is the perception teachers have that they can effectively perform the professional tasks such as helping students to learn. According to Aloe, Amo and Sanan (2014), direct relationships between self-efficacy and burnout have also been confirmed in several meta-analyses. Demirdag (2015) observed that there is evidence demonstrating an association between teachers’ self-efficacy and student and teacher outcome. In recent researches, empirical evidence has been found for several possible roles of self-efficacy, for example, self efficacy may serve as an indirect predictor of strain via stress as mediator (Wang, Hall, & Rahimi, 2015), as a mediator between stress and strain (Yu, Wang, Zhai, Dai, & Yang, 2014), and as a moderator of the stress and strain relationship (Schwarzer & Hallum, 2008).
Since teachers usually apply such paper and pencil tests to examine the outcome or (product) of learning, so how do such tests assess the process of learning? This fundamental question led most researchers to call for a new paradigm in language teaching and assessment whereby the learner would be able to learn and assess the process of learning (Teasdale & Leung, 2000; Lynch, 2001; Leung & Lewkowicz, 2006). So, the needs for a paradigm shift from "positivism" to "constructivism" attracted the attention of researchers in the field (e.g., Lynch, 2005; Leung & Lewkowicz,
Teacher’s job performance plays a crucial role in student’s learning process. It is known to be related to teacher’s effectiveness (Medly and Shannon, 1994). Teachers play a basic and dynamic role in the educational system. Job performance of the employees is one of the fundamental issues that organizational managers seek to improve it. Since the mid-twentieth century, organizational commitment has been substantially considered and analyzed.
Usually, pre-service teachers are placed with their partners at school so they can experience practicum journey together as they will help each other to polish their teaching skills. A study was conducted by Salih (2013) conclude that peer evaluation or review of teaching is a necessary process in today’s teaching practices and as such it should be encouraged and promoted among teachers. Other than that, this study will help future pre-service teachers to be aware of what is the right definition of peer evaluation during their practicum. Future pre service teachers will be enlightened with the correct peer evaluation skills and procedures to further maximizing the positive impact of peer evaluation on their teaching performance during