British Journal of Education (BJE)

EA Journals

Professional Development

Extensiveness of Heads of Schools Coaching Role on Teachers’ Professional Development in Community Public Secondary Schools in Simanjiro District, Tanzania (Published)

This study was conducted to examine the extent to which heads of schools’ coach teachers to improve their professional development in community public secondary schools in Simanjiro District, Tanzania. The study was guided by the theory of Total Quality Management (TQM). The study employed convergent research design under the mixed methods research approach. The target population in this study included teachers of community public secondary schools, heads of schools and the District Secondary Education Officer. The study sample comprised of 73 respondents in which 60 teachers were sampled through stratified and simple random sampling technique. Questionnaires and interview guides were used to collect the required data. The reliability of quantitative instruments was established through Cronbach Alpha. The validity and reliability of qualitative instruments was established through triangulation method. Quantitative data were analysed by using descriptive statistics such as frequencies, means, and percentages and presented in tables with the aid of Statistical Package for Social Science (SPSS) version 23. The qualitative data were analysed by developing themes from research questions and present them in narrative form and direct quotations. The study found out that to a small extent heads of schools perform coaching role since they have inadequate coaching knowledge which is caused by the lack of training, seminars or workshops to heads of schools. The study concluded that the extent heads of schools perform the role of coaching to improve teachers’ professional development is too small. The study recommends that the government should finance both heads of schools and teachers’ trainings and seminars concerning their careers for their professional development.

Keywords: Coaching, Professional Development, head of school

Factors that Impact Teachers’ Learning: Merging Technology with Education in Professional Development (Published)

In recent years,  technology’s value is realized through how it has become part of our daily lives. As technology continues to evolve, so do people’s need to be updated with it.  Teachers are one of the many professionals who can productively benefit from technology. The adoption of digital technologies in the education sector has enabled teachers to access content and assisted them in providing instruction. Moreover, the Internet helps teachers to share and compare ideas with colleagues. Since the use of technology has become commonplace, it is advisable to train teachers on how they can effectively use digital devices in the classroom. This paper examines how technology can help teachers in the classroom and explores professional development as an essential element in assisting teachers to adapt to the constant technological advances. Furthermore, the study explores how technology is being incorporated into the classroom. The study also discusses the controversy behind its use. The paper draws from past literature on the use of technology in teachers’ professional development.

Keywords: Education, Influence, Professional Development, Technology

Relationship between Professional Development of Head Teachers and Supervision Of Instruction in Ghanaian Basic Schools (Published)

While a number of training programmes are organized to strengthen the supervisory roles of headteachers in Ghanaian basic schools, research suggests that the quality of instructional supervision remains poor. Employing quantitative research paradigm, this study sought to explore the relationship between professional development and supervision of instruction of headteachers in the basic schools of one educational district in Ghana. The study results showed that while engagement in both formal and informal professional development activities correlated with instructional supervision, only the engagement in informal professional development activities significantly predicted supervision and evaluation of instruction. This suggests that informal learning experiences appear to be valuable than formal professional development activities in the selected district. Educational authorities in Ghana therefore need to coordinate and strengthen the existing informal/on-the-job learning strategies in schools to facilitate the supervisory skills of headteachers.

Keywords: Formal Learning, Ghana, Informal Learning, Professional Development, Supervision of Instruction


This study investigates the different aspects that determine teacher professional development in teaching English language. It aims at explaining the concept of professional development, pin-pointing the necessity for teacher professional development in today’s world, and exploring the field of teacher development in order to find out the best opportunities and activities. The study hypothesizes that teacher professional development leads to greater achievement in education. The data were collected through a questionnaire from teachers of English language in secondary schools. The results revealed that: Teachers have their own role to play in their professional development along with the role to be played with the government. In today’s changing world, ongoing professional development is very crucial, teachers become highly confidential with their positive beliefs in what they are doing , for professional development both experience and reflective teaching are required, sharing experience and ideas between colleagues gives teachers a feeling of community and belonging . The study recommended that teacher professional development should be seen as a necessity in teacher’s growth and student’s achievements; and teachers should take part in the responsibility for their professional development.

Keywords: Professional Development, Teaching English, teacher’s growth.


Educational supervision is very vital in the professional development of teachers. The study therefore aims at investigating the perception of public basic school teachers at Winneba, Ghana, on educational supervision in relation to their professional development. In all, 106 teachers of the public basic schools in Winneba who had spent at least a year at their respective schools were randomly selected and used for the study. The questionnaire was used to collect the data. One key finding from the study is that generally, majority of the teachers perceived educational supervision as having a positive impact on their professional development in terms of developing experience; curriculum, teaching methods and materials; classroom management; characteristics of pupils; and assessment. They also perceive educational supervision as helping to identify the needs of teachers and accordingly, plans professional development activities. Another finding is that educational supervisors highlight the strengths of teachers’ performance and encourage them to reflect on their challenges through which solutions are found to overcome them. More so, there is no significant difference in the views of male and female teachers of public basic schools at Winneba, in terms of developing their experiences, classroom management, characteristics of the pupils they teach, and assessment techniques. However, there is a significant difference in their responses in terms of curriculum, teaching methods and materials. The study, therefore, recommends that frequent and effective professional development activities should be organized by educational supervisors to enable teachers identify and develop their strengths, and address their weaknesses. Also, educational supervisors should not be interested in finding faults of teachers but more importantly, dialogue with teachers to identify their strengths and weaknesses in order to improve on their professional knowledge, skills and experiences.

Keywords: Perception, Professional Development, Teachers, basic schools, educational supervision, public

Adequacy Of Professional Development Of English Language Teacher Educators In Primary Teachers’ Colleges: A Paradigm Shift In Kenya (Published)

This study was an investigation of the professional development of English language teacher educators in Kenya Primary Teachers Colleges. The purpose and objectives of this study were to investigate the paradigm shift in nature, strategies and adequacy of professional development of language teacher educators and its implication on the teacher education for primary schools teachers in Kenya. This study was guided by Vygostky’s ZPD and Constructivism theories. Relevant to this theory is a Conceptual framework of professional development of English language teacher educators and its implication on teacher education programme. Research design guiding this study was mixed method within the philosophical paradigm of post-positivism and constructivists’ world views. The target population consists of the teacher educators and the teacher trainees. The study used questionnaires, interview schedules and observations worksheets to collect data which was later organized, analyzed using SPSS program and presented using tables, graphs and charts. The findings of this study established that there is no appropriate professional development of teacher educators of English language in Kenya’s primary teachers college. The nature of existing professional development does not bridge the gap between theory and practice and it resides within the old paradigm. There is also very limited holistic approach to professional development. The present practice has a negative implication on teacher education in Kenya. This study recommends effective professional development of teacher educators of English language among others. This revelation will help to improve the quality of English language teacher education in Kenya and other developing countries

Keywords: English Language Teachers, Professional Development, Teacher Education, Teacher Trainers/Trainees

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