Examining the effectiveness of professional teacher development as a strategy for school improvement at system and school levels: Evidence in Hong Kong secondary schools

Social Sciences

• Hong Kong 100%
• secondary school 90%
• evidence 50%
• teacher 50%
• staff 39%
• leadership 35%
• responsibility 35%
• school policy 21%
• commitment 12%
• leader 11%
• participation 9%
• coherence 8%
• government policy 8%
• decision-making process 8%
• mentoring 8%
• Teaching 7%
• confidence 6%
• learning 6%
• regression 5%
• instruction 5%
• curriculum 5%
• management 4%
• interview 3%
• time 3%
• experience 2%
• student 2%