Introduction

Professional development in education is vital to increasing teacher effectiveness and student achievement. For private schools, however, investments in professional development are a luxury rarely afforded.  Furthermore, in Christian schools, teachers often come from non-education backgrounds with little to no teacher preparation experience. Lack of prior formal teacher training makes immediate, targeted induction and professional development essential for classroom success. Participants of one-time professional development, such as workshops and conferences, overwhelmingly state that they receive benefit from training and would incorporate the information learned into their teaching practices (May et al., 2011).   Follow-up research, however, reveals that one-time professional development training infrequently translates into modified practices in the classroom (May et al., 2011). Unfortunately, Christian schools commonly rely on this type of professional development.  Instead, education experts recommend that professional development includes long-term training with practice and feedback. Possible training formats include models such as situated apprenticeships and communities of practice. Such models provide a better means to developing teaching practices and implementation of those skills. Professional learning communities (PLC) have gained popularity as a tool to do this. Based on adult, social, and situated learning theories, PLCs advocate timely, relevant, and hands-on training that immediately utilized in the classroom setting. PLCs have the capability of being applied in the Christian education setting with minor cost investment.

Teacher Preparedness and Efficacy

Studies have compared the preparedness of teachers entering the field from a university-based training program to that of teachers entering the field from a non-university based route.  One particular study by Darling-Hammond, Chung, and Frelow (2002) found that certified teachers felt better prepared than noncertified teachers on every factor measured except preparation to use technology. Darling-Hammond, Chung, and Frelow (2002, p. 296) also stated that a “sense of preparedness is by far the strongest predictor of teaching efficacy.”  Studies indicate that when a teacher has a high sense of self-efficacy, he/she is more likely to exhibit behaviors tied to student learning (DiNardo, 2010; Galbreath, 2015; Jones, Stall, & Yarbrough, 2013). Teachers with a strong sense of self-efficacy are more apt to attempt new or advanced instructional techniques, have a more positive affect toward students, and be persistent in finding creative solutions to learning problems (Kaniuka, 2012).  Such teachers are more likely to remain in teaching as a profession and be more enthusiastic about teaching.

Formal teacher training may produce beginning teachers who have a higher sense of self-efficacy. However, situated learning situations provide greater demonstrated improvement. We should “view student teacher learning as being part of the process of participation in social practice, especially the social practice in the schools” (Korthagen, 2010, p.99). Teacher learning is more dependent on training that takes place in the situation of the classroom setting, and that is immediately applicable (Graham, 2007; Lee, Chang, and Yin, 2011; Siguroardottir, 2010; Sion, 2001). Teachers who are in an environment with excellent on-the-job professional development will gain efficacy more quickly than those that do not. Therefore, correctly implemented professional development will increase teacher efficacy independent of the path a teacher took to their teaching position.

Teacher Satisfaction

Research shows that inexperienced or non-certified teachers show less satisfaction with teaching than new teachers afforded a strong induction program and mentorship (Hanuscin & Lee, 2008). Job satisfaction is a strong predictor of job retention.  Giacometti (2005) studied variance in attitudes of teachers who indicated they were planning on staying in the profession versus those who said they would not.  Those who reported that they would stay scored significantly higher than those who stated they would leave on the factors of community support, instructional support, preparation in teaching curriculum, managing students, assessing students, and compensation and benefit. Administrators must pay careful attention to address the factors that influence teacher job satisfaction and reduce teacher turnover are (Ellis, Skidmore, & Combs, 2017). The school environment and support should be one that fosters collaboration, provides time for professional development that addresses the stated needs of teachers.

Collaboration and professional development opportunities are critical factors in teacher job satisfaction.  The most recent MetLife Teacher Survey (2013) shows a continuing trend of decreasing teacher satisfaction. “Teacher satisfaction has declined to its lowest point in 25 years and has dropped five percentage points in the past year alone, from 44% to 39% very satisfied” (MetLife, 2012). Teacher satisfaction has dropped 23 percentage points since 2008. Teachers with lower job satisfaction are more likely to say time to collaborate with other teachers has decreased in the past 12 months (29% vs. 16%). They are also more liable to say that professional development opportunities have declined in the previous 12 months (21% vs. 14%).

            Teachers express greater job satisfaction when they have a higher sense of self-efficacy.  Professional learning communities have been shown to provide an increased send of self-efficacy but even more importantly, an actual measurable increased individual capacity.  Increased individual capacity through activities brought about through the culture of collaboration, and professional development brings about collective capacity and overall school improvement (Voelkel, 2011; Zbrozek, 2015).  Ultimately, increased student achievement, the ultimate reward, will be met.

 

Part 3/5 Coming Soon – Professional Development and Current Trends in Private Schools

Part 4/5 Coming Soon – Professional Learning Communities Background

Part 5/5 Coming Soon – Cost of PD and PLCs and Call to Action