Enhancing Teachers' Professional Development: The Role and Level of Support of Primary School Principals in Improving Teachers’ Professional Development in International Schools, Addis Ababa, Ethiopia
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Date
2023-06
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Addis Ababa University
Abstract
In the realm of education, the effective professional development of teachers has emerged as a
critical factor in elevating the educational quality and fostering positive student outcomes. This
thesis embarks on an exploratory journey to investigate the practices of primary school principals
in the noble pursuit of improving teachers' professional development in the unique setting of
international schools nestled in the vibrant city of Addis Ababa, Ethiopia. Through the meticulous
examination of data collected from 117 teachers, who wholeheartedly embraced the opportunity
to share their perspectives through questionnaires, and in-depth interviews conducted with eight
principals, this study presents a comprehensive analysis that intricately weaves together the
strategies and approaches employed by these eight educational leaders to nurture and amplify the
professional growth and development of their teachers. The findings gleaned from this rigorous
inquiry illuminate the diverse array of professional development activities offered or led by
principals in these international school environments. These activities encompass a wide range of
interventions, including workshops, seminars, collaborative lesson planning sessions, peer
observations, and technology integration training. Moreover, the study unearths the crucial role
played by principals in providing unwavering support and guidance to teachers as they embark
on their professional development journeys. The analysis explores into the multifaceted
dimensions of principal support, encompassing factors such as mentorship, resource allocation,
instructional coaching, and creating a culture of continuous learning and improvement. A core
focus of this study revolves around the impact of these principal-led professional development
practices on teacher instructional practices. The research findings illuminate the transformative
power of well-designed and thoughtfully executed professional development initiatives in
bolstering teacher engagement and commitment to their craft. Additionally, the analysis offers
insights into the tangible changes witnessed in instructional practices, as teachers embrace
innovative pedagogical approaches, integrate technology seamlessly into their lessons, and apply
research-based strategies to optimize student learning experiences. As the thesis draws to a close,
it presents an overarching assessment of the overall effectiveness of these practices implemented
by primary school principals in Addis Ababa's international schools. It synthesizes the collective
wisdom distilled from the voices of teachers and principals, bringing forth an understanding of
the strengths and limitations of current professional development approaches. By synthesizing
these findings, the study seeks to contribute to the existing body of literature on educational
leadership in international school contexts, shedding light on the distinctive challenges and
opportunities faced by principals in this diverse educational landscape. Ultimately, this
comprehensive analysis culminates in a series of practical recommendations meticulously crafted
to empower principals in optimizing teachers' professional development and, in turn, catalyzing
positive educational transformations. By implementing these evidence-based recommendations,
principals can foster an environment that nurtures the growth, expertise, and professional
satisfaction of their teachers, resulting in improved student learning outcomes and a brighter
future for all stakeholders involved in the international school community in Addis Ababa,
Ethiopia.