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

Keyphrases

• Teacher Professional Development 100%
• Hong Kong 100%
• Hong Kong Secondary Schools 100%
• School Level 100%
• School Improvement 100%
• System Level 100%
• School Policy 66%
• Vice-principals 66%
• Leadership Dimensions 66%
• Teacher Development 33%
• Professional Development 33%
• Teaching-learning 33%
• Leader Development 33%
• Change in Schools 33%
• Government Policy 33%
• Medium of Instruction Policy 33%
• Principal Leadership 33%
• School Capacity 33%
• Senior Teachers 33%
• Distributed Leadership 33%
• Student Outcomes 33%
• Curriculum Structure 33%
• Reinforced 33%
• School Conditions 33%
• New Curriculum 33%
• Decision-making Process 33%
• Professional Learning Experiences 33%
• Hierarchical multiple Regression 33%
• Sustainable Change 33%
• Professional Approach 33%
• Building Capacity 33%
• Accountability Policy 33%
• Eclectic Approach 33%
• Accountability Framework 33%
• Teacher Aspirations 33%
• Formal Role 33%
• Affective Data 33%
• Cognitive Information 33%
• Distributed Leadership Practice 33%
• Hierarchical Layer 33%
• Positive Messages 33%
• Strategic Goals 33%
• Complementary Strategy 33%
• Time-to-build 33%
• Discharge Policy 33%
• Setting Goals 33%

Social Sciences

• Teacher Professional Development 100%
• Hong Kong 100%
• Personnel 100%
• Secondary Schools 100%
• Professional Development 42%
• Distributed Leadership 28%
• Learning Experience 14%
• Professional Learning 14%
• School Policy 14%
• Variance 14%
• Educational Administrators 14%
• Principal Leadership 14%
• Capacity Building 14%
• Decision-Making Process 14%
• Management by Objectives 14%
• Strategic Goal 14%

Psychology

• Multiple Regression 100%
• Mindset 100%
• Decision-Making Process 100%
• Goal Setting 100%