School Leaders as Participants in Teachers’ Professional Development: The Impact on Teachers’ and School Leaders’ Professional Growth

Annette Hilton; Geoff Hilton; Shelley Dole; Merrilyn Goos

doi:10.14221/ajte.2015v40n12.8

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School Leaders as Participants in Teachers’ Professional Development: The Impact on Teachers’ and School Leaders’ Professional Growth

Journal article

Open access

Peer reviewed

School Leaders as Participants in Teachers’ Professional Development: The Impact on Teachers’ and School Leaders’ Professional Growth

Annette Hilton, Geoff Hilton, Shelley Dole and Merrilyn Goos

Australian Journal of Teacher Education, Vol.40(12), pp.104-125

2015

DOI: https://doi.org/10.14221/ajte.2015v40n12.8

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Abstract

Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from 11 schools chose to do. Throughout the project, data were collected from teachers and participating school leaders using surveys, interviews, and workshop discussions to investigate teachers' and leaders' professional growth. The findings showed that school leaders' participation in teacher professional development programs has a positive influence on the capacity for teachers to enact and reflect on new knowledge and practices. They also revealed a positive influence on the professional growth of the leaders themselves. This study has implications for the design of professional development and for school leaders and teacher educators.

Details

Title: School Leaders as Participants in Teachers’ Professional Development: The Impact on Teachers’ and School Leaders’ Professional Growth
Authors: Annette Hilton (Author) - University of Technology Sydney
Geoff Hilton (Author) - University of Queensland
Shelley Dole (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Merrilyn Goos (Author) - University of Queensland
Publication details: Australian Journal of Teacher Education, Vol.40(12), pp.104-125
Publisher: Edith Cowan University
Date published: 2015
DOI: 10.14221/ajte.2015v40n12.8
ISSN: 1835-517X; 1835-517X
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99449602802621
Output Type: Journal article
Research Statement: false

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Collaboration types: Domestic collaboration
Web Of Science research areas: Education & Educational Research

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