“Gawe” Factors Affecting Teachers’ Barriers to Professional Development: The Albanian case (Published)
The purpose of this study is to better comprehend the viewpoints of teachers in Durres’ pre-university schools regarding their professional development needs and the obstacles they face. The study explored three main factors that affect teachers’ barriers to professional development in Albania such as teachers’ gender, teachers’ age, and teachers’ working experience (GAWE Factors). SPSS 25 was used to evaluate the information gathered from 416 respondents via the questionnaire, in order to achieve a more thorough and professional study. The questionnaires were completed between September and October of 2022. The study gives light on the relationship between these variables and professional development obstacles and lays the foundations for further and more in-depth explorations regarding the factors and barriers that teachers face in relation to their professional development
Citation: Leka K. (2022) “Gawe” Factors Affecting Teachers’ Barriers to Professional Development: The Albanian case, European Journal of Training and Development Studies, Vol.9 No.3, pp.16-28
Keywords: Albanian, Barriers, Gawe, Professional Development, Teachers
Professional Development and Empowerment of Primary School Teachers (Published)
The rapid changes in the socio-economic environment and the consequent pressures for educational reforms make it more than necessary to empower teachers who need to redefine their teaching strategies to meet students’ differentiated needs. Related studies suggest that teachers need to feel empowered to be effective and empower students. Therefore, the empowerment of teachers is at the center of the processes for quality improvement and school upgrade. The purpose of this study is to capture the views of primary education teachers on the opportunities for professional empowerment provided in their school environment. A total of 124 primary education teachers in Ilia Prefecture who participated in the quantitative sample survey completed an electronic questionnaire based on the Teacher Empowerment Scale. The presentation and analysis of the findings show that participants in all dimensions of empowerment have moderate to high degree of agreement. Specifically, the highest average dimension is that of decision-making, while the lowest average is that of professional development.
Keywords: Decision Making, Empowerment, Participation, Professional Development, Teachers