Managing school-based professional development activities

Managing school-based professional development activities

• Cheng, Chi Keung Eric The Education University of Hong Kong

International Journal of Educational Management, 31(4), 445-454, 2017

Emerald Publishing Limited

2017

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• R Educational Policy & Administration
  • RE School Management, School-Parents Relationship

Continuing Professional Development Collaborative Learning Culture Principal Support School Management

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

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.
[Copyright © 2017 Emerald Publishing Limited.]

• English

Journal Articles

• 0951354X

https://bibliography.lib.eduhk.hk/bibs/0fd9a375

2017-07-27