Purpose: The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy. Design/methodology/approach: This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model. Findings: The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy. Originality/value: This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD. Copyright © 2017 Emerald Publishing Limited.
|Journal||International Journal of Educational Management|
|Publication status||Published - 2017|
CitationCheng, E. C. K. (2017). Managing school-based professional development activities. International Journal of Educational Management, 31(4), 445-454.
- Continuing professional development
- Collaborative learning culture
- Principal support
- School management