Abstract
Teachers in the recent fast transforming technological era are required to regularly
upgrade their knowledge, skills and attitudes to meet the needs of the 21st century
learners & learning. This study explores the engagement of the school leaders in
continuous professional development (CPD) by using a case study method. An elite
school was selected as a sample case considering its recognition of CPD models
and its constructive implications on learning. Two school leaders consisting of
school headmistress and CPD convenor were selected using a purposive sampling
method. The data were collected using an in-depth interview strategy and having
a semi structured interview guide that could allow subjective detailed questioning
and responses. Also, researchers own observations of CPD programmes provided
relevant data for the study. The data analysis revealed that school leaders pursue
CPD in a very systemic and process-oriented manner. The process starts from
exploring individual teachers’ needs to providing them with avenues to upgrade
their teaching with timely support and monitoring. This study synthesizes the
findings and present essential characteristics of effective professional development.
Strategies for policy makers, school leadership, school administrators and teachers
to engage in continuous, relevant and contextualized professional development
endeavours are discussed.
Shirin Nooruddin, Shelina Bhamani. (2019) Engagement of School Leadership in Teachers’ Continuous Professional Development: A Case Study, Journal of Education and Educational Development, Volume 6, 6.1.
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