Professional Development and Teachers’ Effectiveness in Secondary Schools

Abstract

The objectives of the study were twofold: to find out how collaboration in curriculum development impacts teachers’ effectiveness and to investigate how reflective practice impacts teachers’ effectiveness in secondary schools. This study used the explanatory sequential mixed method research design. Two research questions and hypotheses were formulated from the objectives. The accessible sample included 120 teachers from three schools. Instruments to collect data included a questionnaire and an interview guide. The data were subjected to descriptive and inferential analyses, frequency distribution and percentages using Statistical Package for Social Sciences (SPSS) version 22. The Chi-square (x²) test of independence and Friedman’s Test were used to test the two hypotheses of the study. The major findings were that there was a significant impact between collaboration in curriculum development and teachers’ effectiveness in secondary schools. In addition, there was a significant impact of reflective practice on teachers’ effectiveness in secondary schools. Some recommendations were made for example, regular and support professional development programmes for both new and in-service teachers. The school board should create opportunities and avenues for professional development activities for teachers to participate, as well as gain insights, and get alternative opinions and views.