Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715293
Title: The administrator role in professional development in international schools : perspectives on planning, implementing, evaluating and resourcing
Author: Pelonis-Peneros, Peggy Paraskevi
Awarding Body: University of Bath
Current Institution: University of Bath
Date of Award: 2017
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Abstract:
Existing research shows the importance of teacher professional development and that decisions regarding professional development in schools lie with administrators. However, while studies have been conducted on the need for administrators fostering professional development in schools in the USA, there appears to be limited research on administrator views of professional development in international school environments. The purpose of this study was to consider views of administrators in international schools regarding professional development activities. Using a mixed methods sequential explanatory design, a questionnaire followed by in-depth interviews, data was collected from a convenience and purposive sample of administrators from international schools in Europe, Asia, Africa, Latin America and the Middle East so as to explore and provide answers to the main research question: “What are the views of administrators on how professional development is planned, implemented, evaluated and resourced in international schools?” Findings from quantitative data indicated strong agreement that administrators should work collaboratively with teachers to determine the professional development needs of the school and that teachers should be involved in assessing professional development effectiveness. Analysis of qualitative data indicated the following themes: teachers are sent to conferences/workshops for professional development or content experts are brought to the school; decisions about professional development should align with school goals; professional development needs should be determined by teachers and administrators collaboratively; there are no significant professional development evaluation processes in place; 2% of the budget is standard allocation in schools for professional development and school boards approve the budget while administrators decide on allocation. By addressing the study’s purpose, this research seeks to contribute to the larger conversation on how administrator views on professional development in international schools can add knowledge to the limited research on effective avenues to professional development in the international school context.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.715293  DOI: Not available
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