Professional grow plans and teacher learning

Abstract

Teacher self-efficacy beliefs and shared and supportive leadership practices were quantified in this study and correlated with attitudes towards the purpose of Professional Growth Plans. A paper based survey instrument was used to collect the data from participating teachers employed in School District 69 (Qualicum). Two hundred teachers were invited to be part of the study of which 88 participants completed the survey. It was hypothesized that teacher self-efficacy and perceived shared and supportive leadership behaviours would impact a teacher’s attitude towards adopting a Professional Grow Plan as a tool for student and teacher learning. This study found no correlations existed between teacher self-efficacy and perceived shared and supportive leadership practices. Qualitative and quantitative analysis of the teachers’ beliefs about the proposed purpose of Professional Grow Plans indicated that they should be personal in nature and not be required to align with school, district or Ministry goals. There was a bimodal distribution of whether Professional Grow Plans should be used as a component of teacher evaluations. Further research is needed to determine if Professional Grow Plans should be pursued as a framework to guide funding and future professional development initiatives in School District 69 (Qualicum).