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Teachers, attitudes towards professional development activities and their impact on their practices and motivation. (c2011)

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dc.contributor.author Hamdan, Zeina Ali
dc.date.accessioned 2011-03-15T09:29:57Z
dc.date.available 2011-03-15T09:29:57Z
dc.date.copyright 2011 en_US
dc.date.issued 3/15/2011
dc.date.submitted 1/27/2011
dc.identifier.uri http://hdl.handle.net/10725/277
dc.description Includes bibliographical references (leaves 106-121). en_US
dc.description.abstract The backbone of any successful and effective educational organization is a high-quality teaching staff. It follows that a well-designed professional development (PD) program is needed for preparing competent teachers. This case study, which took place in School “X”, used quantitative and qualitative research method and data analysis to find answers to the following research questions: “What are the attitudes of the secondary and middle school teachers at “School X” regarding the effect of the school’s professional development programs on the quality of their teaching practices and motivation? How do teachers’ attitudes compare (Science/Non-science; Middle/ Secondary; Female/ Male) regarding professional development? What are teachers’ recommendations to improve the quality of the professional development program provided by their school?” Questionnaires, focus group interviews and observations were conducted to collect and triangulate data results. Participants included all middle and secondary teachers of the Beirut Campus of school X (160 teachers), while each interview session was conducted with five (in the case of middle school teachers) or six teachers (in the case of secondary school teachers), representing different departments. Finally, the observation sessions targeted the in-service day (academic and recreational parts), SPEC (Student centered problem based experiential and collaborative learning), Study groups, and Outreach. It was found that teachers regard professional development program in their school as beneficial in general but could be enhanced further. Although the attitude of novice teachers towards professional development is more favorable than that of veteran teachers, findings show that the overall teachers’ attitude towards professional development is a negative one. Modifications and suggestions to improve the quality of the professional development activities at school X were proposed by the teachers. In conclusion, School X offers a prosperous professional development program, but its fruitfulness will remain limited unless a more systematic organizational structure is created. en_US
dc.language.iso en en_US
dc.subject Teachers -- Training of -- Lebanon en_US
dc.subject Teachers -- Lebanon -- Attitudes en_US
dc.subject School improvement programs -- Lebanon en_US
dc.title Teachers, attitudes towards professional development activities and their impact on their practices and motivation. (c2011) en_US
dc.type Thesis en_US
dc.term.submitted Fall en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 200700178 en_US
dc.author.commembers Rima Bahous
dc.author.commembers Leila Harmoush
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: 147 leaves; ill.; 31 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Mona Nabhani
dc.keywords Professional development en_US
dc.keywords Lebanon en_US
dc.keywords Teacher’s attitudes en_US
dc.keywords Motivation en_US
dc.keywords Schools en_US
dc.identifier.doi https://doi.org/10.26756/th.2011.4 en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US


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