How does principals transformational leadership affect teachers’ continuing professional development? The mediating role of teachers innovative leadership
Lu Yan,
Fanny Kho Chee Yuet
Multidisciplinary Science Journal,
Год журнала:
2025,
Номер
7(9), С. 2025441 - 2025441
Опубликована: Март 14, 2025
This
study
explores
the
impact
of
principal’s
transformational
leadership,
teachers’
innovative
and
continuing
professional
development.
Theoretical
frameworks
highlight
leadership
as
a
key
element
contemporary
theory,
especially
in
promoting
school
reform
enhancing
teachers'
Principals'
profoundly
impacts
development,
with
acting
mediating
factor
their
growth.
proposes
that
principals'
directly
influences
development
indirectly
enhances
it
through
leadership.
The
results
indicate
significantly
improves
which
acts
an
important
variable.
Therefore,
effectively
supports
by
fostering
These
findings
offer
theoretical
support
for
educational
management,
emphasizing
core
roles
Язык: Английский
Developing mathematical knowledge for teaching through lesson planning and technological pedagogical content knowledge among rwandan teacher training college tutors
Education and Information Technologies,
Год журнала:
2024,
Номер
29(16), С. 21063 - 21093
Опубликована: Апрель 27, 2024
Язык: Английский
A Critical Review of Micro-Management Practices: Constraints and Endorsed Measures in Selected Public Secondary Schools in Morogoro Municipal, Tanzania
Maria Felician,
Onesmo Amos
International Journal of Education Learning and Development,
Год журнала:
2024,
Номер
12(5), С. 43 - 66
Опубликована: Апрель 15, 2024
The
study
aims
to
give
a
broad
knowledge
of
Micro-Management
Practices
focusing
on
constraints
and
endorsed
measures
in
public
secondary
schools
Morogoro
Municipal.
Tanzania.
This
adopted
convergent
design
under
mixed
research
approach.
also
grounded
contingency
theory
advocated
by
Fred
Fiedler
1958
involved
5
heads
63
teachers.
Self-distributed
questionnaires
semi-structured
interview
guides
were
employed
collect
reliable
data
from
respondents.
Validity
reliability
ensured
through
the
involvement
three
experts
JUCo,
Cronbach
Alpha
technique,
member
checking
techniques.
A
simple
linear
regression
was
used
test
hypothesis.
found
shortage
financial
resources,
technological-related
constraints,
resistance
changes
among
teachers,
ineffective
communication
between
school
management
revealed
effective
utilization
government
support,
regular
meetings
as
strategies
resolving
above.
tested
hypothesis
shows
no
significant
relationship
exists
micro-management
taken
resolve
facing
fostering
concluded
that
limited
leadership
skills
resource
are
main
challenges
impeding
implementation
for
student
achievement
area.
Furthermore,
recommended
capacity-building
programs
enhance
schools’
practices
quality
teaching
learning.
Язык: Английский
Contribution of an instructional module, incorporating PhET simulations, to Rwanda students’ knowledge of chemical reactions and acids and bases through Social Interaction.
Chemistry Education Research and Practice,
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 29, 2024
The
current
study
ascertained
the
influence
an
instructional
module
had
on
enhancing
students’
understanding
of
chemical
reactions
and
acid–base
topics.
sample
size
for
this
consisted
197
students,
including
101
in
“experimental”
group
96
a
“control”
group,
selected
from
schools
two
Districts
(Rwamagana
Musanze)
Rwanda,
Africa.
experimental
control
groups
received
pre-test
post-test
to
collect
data.
In
addition,
focus
discussions
(FGDs)
were
conducted
with
students
group.
Further,
test
question
analysis
was
used
evaluate
content
knowledge
acids,
bases,
pH.
To
analyze
research
data,
Statistical
Package
Social
Sciences
(SPSS)
software
quantitative
analysis.
independent
t
-test
results
indicated
no
significant
difference
between
means
at
stage
(d
f
=
195,
p
0.380).
At
stage,
statistically
increase
observed
mean
scores
compared
<
0.001),
showing
that
intervention
effectively
improved
student
learning
outcomes
chemistry
education.
Язык: Английский
Investigating chemistry teachers’ technological, pedagogical, and collaborative skills of using web-based discussion tools in teaching organic chemistry in selected Rwandan secondary schools
Cogent Education,
Год журнала:
2024,
Номер
11(1)
Опубликована: Ноя. 9, 2024
Teachers'
technological,
pedagogical,
and
collaborative
skills
are
key
factors
in
improving
students'
learning
outcomes.
However,
some
teachers
still
unaware
of
how
these
can
be
used
to
enhance
their
teaching
.
The
current
study
aims
assesses
secondary
school
chemistry
teachers'
utilizing
web-based
discussion
tools
organic
chemistry.
sampled
133
from
Kamonyi
Gasabo
districts,
Rwanda.
A
mixed-method
approach
was
employed.
quantitative
results
did
not
find
a
statistically
significant
difference
technological
skills,
using
based
on
schools
location,
ownership,
gender
with
p-value
0.81,
0.093,
0.065,
respectively.
the
revealed
regard
age
working
experience
favor
younger
aged
between
under
25
years
less
experienced
1–3
p
<
0.001
129
0.005,
qualitative
discovered
two
main
themes
that
strong
pedagogical
those
need
intervention.
Therefore,
it
highlights
importance
targeted
training
improve
only
lessons
but
also
other
subjects.
Язык: Английский
Exploring the skills acquired by mathematics and science teachers through the development of scripted lessons for continuous professional development
Education and Information Technologies,
Год журнала:
2024,
Номер
unknown
Опубликована: Май 15, 2024
Язык: Английский
Contribution of Continuous Professional Development in Enhancing Teachers’ Pedagogical Knowledge of Teaching Mathematics and Science in Rwanda Lower Secondary Schools
Research Square (Research Square),
Год журнала:
2024,
Номер
unknown
Опубликована: Авг. 12, 2024
Abstract
Teachers'
professional
knowledge
is
crucial
for
quality
education.
Despite
efforts
in
Rwanda
to
train
teachers
mathematics
and
science
under
the
Competence-Based
Curriculum
(CBC),
there
has
been
no
investigation
into
alignment
between
Continuous
Professional
Development
(CPD)
content
focusing
on
Inquiry-Based
Teaching
Learning
(IBTL)
actual
classroom
practices.
This
study
used
mixed
methods
approach
with
a
convergent
research
design
evaluate
effects
of
CPD
training
pedagogical
lower
secondary
school
maths
science.
Data
were
collected
from
32
randomly
selected
through
observations
208
via
online
surveys.
Quantitative
data
analyzed
using
Count
If
function,
qualitative
thematically.
Classroom
revealed
that
faced
challenges
implementing
IBTL,
such
as
designing
effective
assessments,
limited
time
resources,
resistance
change,
institutional
constraints,
lack
ICT
skills,
providing
individualized
attention.
Over
65%
struggled
prepare
learner-centered
lessons
according
IBTL
principles.
Additionally,
found
it
difficult
connect
theoretical
concepts
real-world
applications
due
inadequate
resources
like
textbooks,
laboratory
equipment,
tools.
Qualitative
findings
showed
programs
did
not
significantly
improve
teachers'
abilities
engage
students,
foster
collaboration
communication,
promote
growth,
or
enhance
teaching
assessment
methods.
Based
these
findings,
recommends
ongoing
support,
monitoring,
evaluation
programs,
along
an
perceptions
address
applying
gained
training.
Язык: Английский
The effectiveness of in-service teacher training programs in enhancing teaching quality and student achievement
Forum for education studies.,
Год журнала:
2024,
Номер
2(3), С. 1465 - 1465
Опубликована: Авг. 27, 2024
In
the
rapidly
evolving
landscape
of
education,
continuous
professional
development
teachers
is
essential
for
maintaining
high
standards
teaching
and
enhancing
student
achievement.
In-service
teacher
training
programs,
which
provide
ongoing
education
currently
employed
teachers,
are
a
crucial
component
this
development.
This
study
uses
mixed-methods
approach
to
investigate
efficacy
in-service
programs
in
success
quality.
To
obtain
thorough
data
on
their
experiences
perspectives,
286
from
various
schools
around
Kampala
completed
survey.
Additionally,
52
were
interviewed,
providing
comprehensive
insight
into
experiences.
According
quantitative
results,
71%
respondents
had
previously
taken
part
training;
61%
reported
improvements
quality
instruction,
noted
performance.
The
chi-square
tests
regression
analysis
results
showed
that
significantly
improved
achievement
These
findings
corroborated
by
qualitative
data,
highlighted
themes
including
strategies,
increased
confidence,
enhanced
engagement,
impact
achievement,
motivation
morale.
also
highlights
value
peer
cooperation
hands-on
workshops
emphasizes
necessity
ongoing,
customized
offers
knowledge
integrating
data.
understanding
will
be
beneficial
educators
policymakers
as
they
build
more
effective
initiatives.
Язык: Английский
Pedagogies of Pre-Service and In-Service Teachers' Practices in Ghana
Advances in educational technologies and instructional design book series,
Год журнала:
2024,
Номер
unknown, С. 135 - 164
Опубликована: Авг. 16, 2024
The
purpose
of
the
study
reported
on
in
this
chapter
is
to
explore
pedagogical
practices
use
Information
and
Communication
Technologies
(ICTs)
among
pre-service
in-service
teachers
Ghana.
Against
background
pedagogies
compassion
care
education,
will
e.g.,
discuss
theoretical
foundations
compassionate
caring
pedagogies,
evidence-based
considerations,
inclusivity,
diversity,
accessibility
care,
ethics
values
teaching
with
as
well
challenges
opportunities
implementing
care.
Язык: Английский