Teacher training and professional development in accordance with level of school effectiveness

Abstract

                This study forms part of a larger research project focusing on school improvement in the Autonomous Community of the Basque Country, which analyses schools with different achievement outcomes in the Diagnostic Assessments in order to identify transferable practices. Here, the focus is on teacher training, since previous research has shown that when they become learning organisations, schools offer positive results not only in terms of student outcomes, but also in relation to teacher training. The methodology comprised three phases: in the first, multilevel regression modelling techniques were used to identify 44 schools with different achievement outcomes; in the second, 39 management teams and 35 school inspectors were interviewed, and 10 discussion groups were held with teachers. Finally, further information was gathered by means of a questionnaire. The results reveal that teacher training and teachers’ professional development is an important issue in all schools, and significant investments are made to foster it. Nevertheless, in schools with higher levels of effectiveness, training is seen as something associated with a collective need rather than personal motivation, a perspective fosters the planning of joint projects with shared aims. The recognition of differing needs in terms of resource allocation and the identification of more vulnerable groups are associated with institutional support and education policies. The study confirms the need for a set of basic conditions (stable team, administrative support, planning and management) to ensure the establishment of dynamics that help schools become learning organisations, enable professional growth and contribute to the optimisation of student outcomes.