school-based professional development

This study examined the classroom and instructional management practices of new and experienced teachers and their relationship with students’ learning engagement in selected public secondary schools in Cortes District, Division of Bohol, during School Year 2026–2027. Anchored in the Classroom Management Scripts Model, Instructional Clarity Framework, Multidimensional Student Engagement Framework, and Huberman’s Teacher Career Cycle, the study employed a quantitative comparative-correlational research design. Respondents comprised 15 new teachers, 46 experienced teachers, and 278 students, totaling 339 participants. Data were gathered using a researcher-modified, validated, and pilot-tested questionnaire and analyzed through descriptive statistics, Pearson product–moment correlation, and independent-samples t-tests. Results revealed consistently high classroom and instructional management practices among both teacher groups, with no statistically significant differences. Classroom management and instructional management exhibited a strong positive relationship (r = 0.724, p < 0.001), whereas neither classroom management (r = 0.040, p = 0.760) nor instructional management (r = −0.062, p = 0.635) was significantly associated with students’ overall learning engagement. Students taught by new teachers demonstrated significantly higher overall and emotional engagement (p = 0.017), while behavioral and cognitive engagement showed no significant differences. The study concluded that teaching experience alone does not determine management effectiveness and that favorable management practices do not necessarily correspond to higher student engagement. A school-based professional development program emphasizing mentoring, collaborative lesson planning, peer observation, and instructional improvement was proposed. The study supports Sustainable Development Goal 4 (Quality Education) by promoting effective teaching, inclusive learning environments, and continuous professional growth. Its educational and institutional sustainability contribution lies in providing localized evidence to guide sustained professional development and improvements in students’ learning experiences.

This study assessed the extent of instructional supervision practices among head teachers in public primary schools in Kibondo District, Tanzania. The study was guided by the positivist research paradigm and employed a mixed-methods approach using a convergent parallel research design. A total of 294 participants were involved in the study, comprising 12 head teachers, 272 primary school teachers, 9 Ward Education Officers (WEOs), and 1 District Education Officer (DEO). Head teachers, WEOs, and the DEO were selected using purposive sampling, while primary school teachers were selected through simple random sampling. Quantitative data were collected using structured questionnaires administered to teachers, while qualitative data were obtained through interviews with head teachers, WEOs, and the DEO. Documentary review was also used to examine supervision schedules, classroom-observation records, lesson-plan monitoring records, and teachers’ feedback records. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) through descriptive statistics, particularly means and standard deviations, while qualitative data were analysed thematically. The findings revealed that instructional supervision practices were generally implemented at low to moderate levels. Maintaining written supervision records received the highest rating (M = 2.80, SD = 1.40), followed by organising school-based professional development (M = 2.65, SD = 1.40) and encouraging peer observation and mentoring (M = 2.61, SD = 1.44). In contrast, classroom-focused activities recorded relatively lower ratings, including reviewing teachers’ schemes of work (M = 2.26, SD = 1.51), classroom observation (M = 2.27, SD = 1.48), checking lesson plans (M = 2.29, SD = 1.47), and monitoring continuous assessment practices (M = 2.29, SD = 1.53). Qualitative and documentary evidence indicated that competing administrative responsibilities, staffing constraints, and other school-level demands constrained the consistent implementation of classroom-focused supervision. The study concludes that instructional supervision was implemented unevenly, with relatively greater emphasis on administrative documentation and professional development activities than on direct classroom-focused supervision. The study recommends strengthening head teachers’ instructional leadership competencies, reducing competing administrative workloads, addressing staffing constraints, and establishing systematic mechanisms for regular classroom observation, constructive feedback, professional development, and follow-up of instructional practices.

Teacher professional development is particularly important in special education, where teachers are expected to respond to diverse and complex student needs. This study examines school-based professional development workshops implemented through a voluntary, group-oriented adaptation of the peer coaching model in a special education school. The research aims to explore why special education teachers chose to participate in peer coaching-based professional development workshops and to examine the perceived impacts of these workshops on teachers, students, and the overall school climate. Adopting a qualitative research design, semi-structured interviews were conducted with 11 teachers (10 female and 1 male). The data were analyzed using a five-stage phenomenological analysis method. Findings revealed that teachers participated in the workshops to enhance their professional competence, stay informed about current approaches, develop skills in areas where they felt inadequate, and engage in collaborative learning with colleagues. The workshop process was also perceived to contribute positively to students’ academic and social development and to foster a more supportive and collaborative school atmosphere. Overall, participants perceived that the school-based, group-oriented peer coaching workshops supported their instructional practices and contributed to a more collaborative school culture. The study further emphasizes the importance of supporting needs-based and collaborative professional development models within educational policy frameworks.

توسعه حرفه‌ای معلمان به‌ویژه در آموزش ویژه اهمیت بسزایی دارد، زیرا از معلمان انتظار می‌رود به نیازهای متنوع و پیچیده دانش‌آموزان پاسخ دهند. این پژوهش به بررسی کارگاه‌های توسعه حرفه‌ای مدرسه‌محور که از طریق انطباق داوطلبانه و گروه‌محور مدل مربیگری همتا در یک مدرسه آموزش ویژه اجرا شده‌اند، می‌پردازد. هدف پژوهش، واکاوی دلایل مشارکت معلمان آموزش ویژه در کارگاه‌های توسعه حرفه‌ای مبتنی بر مربیگری همتا و بررسی تأثیرات ادراک‌شده این کارگاه‌ها بر معلمان، دانش‌آموزان و فضای کلی مدرسه است. با اتخاذ طرح پژوهش کیفی، مصاحبه‌های نیمه‌ساختاریافته با ۱۱ معلم (۱۰ زن و ۱ مرد) انجام شد. داده‌ها با استفاده از روش تحلیل پدیدارشناختی پنج‌مرحله‌ای تحلیل گردید. یافته‌ها نشان داد که معلمان به منظور ارتقای شایستگی حرفه‌ای، به‌روز ماندن نسبت به رویکردهای جاری، توسعه مهارت‌ها در حوزه‌هایی که احساس ضعف می‌کردند و یادگیری مشارکتی با همکاران در کارگاه‌ها شرکت کردند. همچنین، فرایند کارگاه‌ها از منظر معلمان به رشد تحصیلی و اجتماعی دانش‌آموزان و تقویت فضای حمایتی و مشارکتی مدرسه کمک کرده است. به طور کلی، شرکت‌کنندگان معتقد بودند که کارگاه‌های مربیگری همتای مدرسه‌محور و گروه‌محور از شیوه‌های آموزشی آنان حمایت کرده و به فرهنگ مدرسه‌ای مشارکتی‌تر کمک نموده است. این مطالعه همچنین بر اهمیت حمایت از مدل‌های توسعه حرفه‌ای مبتنی بر نیاز و مشارکتی در چارچوب سیاست‌های آموزشی تأکید می‌کند.

This study aimed to investigate the effectiveness of a professional development training program in enhancing teachers’ skills in designing virtual learning environments in the Ramtha District Education Directorate, Jordan. To achieve the objectives of the study, a test measuring virtual learning environment design skills was developed. The test consisted of 30 multiple-choice items, each with four alternatives, and its validity and reliability were verified using appropriate procedures. The study was applied to teachers at Al-Khansa Mixed Basic School, affiliated with the Ramtha District Education Directorate in Irbid Governorate, Jordan. The school was selected purposively because the researcher works as an assistant principal there. The participants were selected from teachers who agreed to participate in the training program after providing written consent and committing to its requirements. The study employed a quasi-experimental one-group pretest-posttest design, with an experimental group consisting of 15 female teachers. The findings revealed a statistically significant difference between the pretest and posttest scores on the virtual learning environment design skills test in favor of the posttest. This indicates the effectiveness of the professional development training program in enhancing teachers’ skills in designing virtual learning environments. The study recommended adopting similar school-based professional development programs to equip teachers with the necessary skills for designing and implementing virtual educational environments.

این مطالعه با هدف بررسی اثربخشی یک برنامه آموزش توسعه حرفه‌ای در ارتقای مهارت‌های معلمان در طراحی محیط‌های یادگیری مجازی در اداره آموزش و پرورش منطقه رمثا، اردن انجام شد. به منظور دستیابی به اهداف پژوهش، آزمونی برای سنجش مهارت‌های طراحی محیط یادگیری مجازی تدوین گردید. این آزمون شامل ۳۰ سؤال چهارگزینه‌ای بود و روایی و پایایی آن با استفاده از روش‌های مناسب تأیید شد. این پژوهش بر روی معلمان مدرسه مختلط ابتدایی خنساء، وابسته به اداره آموزش و پرورش منطقه رمثا در استان اربد، اردن اجرا شد. این مدرسه به صورت هدفمند انتخاب شد زیرا پژوهشگر به عنوان معاون آموزشی در آنجا فعالیت می‌کند. شرکت‌کنندگان از میان معلمانی انتخاب شدند که پس از ارائه رضایت‌نامه کتبی و تعهد به الزامات برنامه، موافقت خود را برای شرکت در برنامه آموزشی اعلام کردند. این پژوهش از طرح شبه‌آزمایشی یک‌گروهی با پیش‌آزمون و پس‌آزمون استفاده کرد و گروه آزمایشی شامل ۱۵ معلم زن بود. یافته‌ها تفاوت معنادار آماری بین نمرات پیش‌آزمون و پس‌آزمون آزمون مهارت‌های طراحی محیط یادگیری مجازی را به نفع پس‌آزمون نشان داد. این امر بیانگر اثربخشی برنامه آموزش توسعه حرفه‌ای در ارتقای مهارت‌های معلمان در طراحی محیط‌های یادگیری مجازی است. پژوهش توصیه کرد که برنامه‌های توسعه حرفه‌ای مدرسه‌محور مشابه برای تجهیز معلمان به مهارت‌های لازم جهت طراحی و اجرای محیط‌های آموزشی مجازی مورد استفاده قرار گیرد.