Staff Development: Challenges and Approaches - Essay Example

This paper attempts to look into the intriguing behavior from the points of view of a teacher and a head teacher and as a researcher uncovering and gathering data from his secondary research on the subject. This writer discovered the dynamics of the relationships and events that were related to this behavior and uncovered some possible reasons for its prevalence despite its obvious benefit to the teacher-subject. The paper found a variety of connections explaining staff indifference to development: the need to adjust to change, varying individual differences, quality of education, the presence or absence of support for the individual staff, varying cultures, different learning styles, recognition of responsibilities, ownership of roles, personal ambitions of the individuals, teaching loads and other substantive discoveries.

By way of weaving together this writer’s experience with the secondary findings, this paper offers an approach that considers understanding individual needs, joint ownership of responsibilities, mutual respect, joint undertaking, reflective analyses and organized teacher evaluation. Of course, this writer also discovered that substantial improvements in interest and participation have been recorded in more recent years following the adoption of a more serious and formal approach to the activity, particularly the shift in perspective from the usual in-service type to the more organized “lifelong process” of teacher or professional development.. Conclusion, with Reflections ……………………………………………58 VI.

References ………………………………………………………….……63 Abstract Staff development is a behavioral phenomenon that has, for quite some time, baffled many academicians, head teachers, school administrators and leaders, personnel officers and all those who have specific involvement in education. This paper attempts to look into the intriguing behavior from the points of view of a teacher and a head teacher and as a researcher uncovering and gathering data from his secondary research on the subject.

This writer discovered the dynamics of the relationships and events that were related to this behavior and uncovered some possible reasons for its prevalence despite its obvious benefit to the teacher-subject. The paper found a variety of connections explaining staff indifference to development: the need to adjust to change, varying individual differences, quality of education, the presence or absence of support for the individual staff, varying cultures, different learning styles, recognition of responsibilities, ownership of roles, personal ambitions of the individuals, teaching loads and other substantive discoveries.

By way of weaving together this writer’s experience with the secondary findings, this paper offers an approach that considers understanding individual needs, joint ownership of responsibilities, mutual respect, joint undertaking, reflective analyses and organized teacher evaluation. Of course, this writer also discovered that substantial improvements in interest and participation have been recorded in more recent years following the adoption