Teacher professional development is a common practice used in developed？countries. With the ongoing pressure on educators to improve student achievement, teacher continual professional development becomes an obligation for school systems that are committed to improving student achievement. The purpose of this research paper was to find out how important and valued elementary teachers and school administrators find the practice of teacher continual professional development and whether the cost related to the practice can hinder the initiative. This research was conducted in a number of elementary schools in Kinshasa, the Capital of the Democratic Republic of the Congo. The sample (N = 108) was based on the non-probability sampling technique known as convenience sampling from elementary school teachers and principals. The questionnaire was designed based on the literature related？to importance of continual teacher professional development？and student achievement. Findings were of importance. First, teachers agree on the importance of teacher continual professional development for student achievement. However, they indicate that they do not apply what is recommended. Teachers and principals agree that continual teacher professional development is very important but costly to schools. They also indicate that the cost is not a deterrent to the use of the practice. The result of this study may inform education policy makers and school systems in this country about the necessity to fund projects related to teacher continual professional development if they intend to improve student achievement.
References
[1]
Ary, D., Jacobs, L. C., & Razavieh, A. (1996). Introduction to Research in Education. Harcourt Brace & Company.
[2]
Bell, B., & Gilbert, J. (2005). Teacher Development: A Model from Science Education. Taylor & Francis e-Library. https://doi.org/10.4324/9780203975145
[3]
British Educational Suppliers Association (BESA) (2017, July 3). The Importance of Continued Professional Development for Teachers. BESA.
https://www.besa.org.uk/insights/importance-continued-professional-development-teachers
[4]
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development.
https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report?gclid=EAIaIQobChMI1LWXiKrq7QIVCTKGCh18lQEaEAAYAyAAEgJjifD_BwE
[5]
Day, C., & Sachs, J. (2004). Professionalism, Performativity, and Empowerment: Discourses in the Politics, Policies and Purposes of Continuing Professional Development. In C. Day, & J. Sachs (Eds.), International Handbook on the Continuing Professional Development of Teachers (pp. 3-33). Open University Press.
[6]
Fullan, M. (2016). The New Meaning of Educational Change (5th ed.). Teachers College Press.
[7]
Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational Research: Am Introduction (6th ed.). Longman Publication.
[8]
Guskey, T. (2000). Evaluating Professional Development. Corwin Press, Inc.
[9]
Leedy, P. D., & Ormrod, J. E. (2001). Practical Research: Planning and Design. Merrill, Practice Hall.
[10]
Maslowski, R. (2001). School Culture and School Performance: An Explorative Study into the Organizational Culture of Secondary Schools and Their Effects. University of Twente Press.
[11]
Sikes, J. P. (2013). Imposed Change and the Experienced Teacher. In M. Fullan, & A. Hargreaves (Eds.), Teachers Development and Educational Change (pp. 36-55). Routledge.
[12]
Swafford, J. (2000). Teachers Supporting Teachers through Peer Coaching. Support for Learning, 13, 54-58.
[13]
Ucana, S. (2016). The Role of Continuous Professional Development of Teachers in Educational Change: A Literature Review. Harran Education Journal, 1, 36-43.
https://doi.org/10.22596/2016.0101.36.43
