International Journal of Research Studies in Management
CollabWritive Special Issue
2024 Volume 12 Issue 5
Available Online: 15 June 2024
Author/s:
Wang, Yu
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (498446552@qq.com)
Abstract:
This study investigated the relationship between teacher professional development (TPD) and school improvement in Chinese secondary schools. This descriptive research involved teachers and administrators from secondary schools across different regions of China. This study aimed to establish the correlation between teacher professional development and school improvement. Specifically, it aimed to describe the demographic profiles of teachers and administrators in Chinese secondary schools in terms of age, sex, years of teaching experience, subject specialization, and administrative roles, determine the teacher professional development in terms of participation rates, perceived effectiveness of programs, and areas of professional growth, identify the school improvement in Chinese secondary schools in terms of academic performance, student engagement, school climate, and stakeholder satisfaction, test the difference of responses when grouped according to profile variables, test the relationship between the two variables and propose an action plan to enhance professional development and school improvement based on the results of the study .Most of the respondents are female, 24-34 years old, college graduates and serving for 10 years and above. Teacher professional development indicates widespread participation in various forms of professional learning activities, with positive perceptions regarding their impact on teaching skills and instructional quality. These findings underscore the importance of ongoing professional development initiatives in enhancing educator effectiveness. The evaluation of school improvement efforts demonstrates their positive impact on student academic achievement and overall school climate. Effective improvement strategies, such as setting clear goals, fostering a culture of collaboration, and prioritizing instructional leadership, contribute to tangible improvements in student outcomes and school culture. Factors such as age, years of teaching experience, and subject specialization influence attitudes towards professional development and school improvement initiatives, highlighting the importance of personalized approaches to support educator growth. There is a strong positive relationship between teacher professional development and school improvement outcomes. Teachers who engage in continuous professional learning opportunities are more likely to contribute to overall school improvement efforts, suggesting that investments in professional development yield significant benefits for educational institutions. Based on the findings, an enhanced program for teacher professional development was developed. By investing in ongoing professional development opportunities that are aligned with school improvement goals, educational institutions can cultivate a culture of continuous improvement and enhance overall student outcomes.
Keywords: teacher professional development, school improvement, Chinese secondary schools, lifelong learning, teacher training
DOI: https://doi.org/10.5861/ijrsm.2024.1067
Cite this article:
Wang, Y. (2024). Teacher professional development and school improvement in Chinese secondary schools. International Journal of Research Studies in Management, 12(5), 87-95. https://doi.org/10.5861/ijrsm.2024.1067