The impact of teacher professional development and school climate and culture on innovative student-centered teaching for 21st century skills: the mediating roles of collaborative planning and community engagement

Abdallah, Ssekamanya Siraje and Nalubega, Shaimah and Kassim, Siti Kholijah (2024) The impact of teacher professional development and school climate and culture on innovative student-centered teaching for 21st century skills: the mediating roles of collaborative planning and community engagement. NAMA International Journal of Education and Development, 1 (2). pp. 1-41. ISSN 2948-3638

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Abstract

This study explores the intricate relationship between teacher professional development, the adoption of innovative student-centered teaching methods, and the enhancement of 21st-century skills among students. Drawing data from 63 schools across Indonesia, Kyrgyzstan, and Tanzania, our research investigates how teacher professional development initiatives and school climate and culture influence the extent to which educators integrate innovative teaching strategies that foster critical thinking, creativity, communication, collaboration, and digital literacy skills among students. Data were collected from 383 teachers, being 141 from Indonesia, 130 from Kyrgyztan, and 112 from Tanzania. Quantitative analysis, conducted using SPSS and Smart PLS, was used to explore the direct impact of professional development on teacher practices and the mediating roles of collaborative planning and community engagement in this relationship. The study revealed that professional development significantly influences innovative student-centered teaching across all participating countries, underscoring the pivotal role of continuous teacher training in fostering 21st-century educational practices. School climate and culture were also found to positively impact innovative teaching and collaborative planning, although the effect varied slightly across different contexts. Notably, collaborative planning and community engagement emerged as significant mediators in the relationship between professional development, school climate, and innovative teaching, highlighting the importance of an integrated educational approach. Cross-country comparisons revealed no significant differences, suggesting the universal relevance of these findings across diverse educational settings. These results support NAMA’s Theory of Change which underscores the importance of collaborative planning and community engagement as crucial facilitators of effective professional development efforts aimed at advancing student-centered teaching and preparing students for success in the 21st century

Item Type:	Article (Journal)
Uncontrolled Keywords:	Teacher professional development, innovative student-centered teaching, 21st century skills, collaborative planning, community engagement
Subjects:	L Education > LB Theory and practice of education
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Kulliyyah of Education Kulliyyah of Education > Department of Educational Psychology & Counseling
Depositing User:	Dr. Ssekamanya Siraje Abdallah
Date Deposited:	31 Dec 2024 21:51
Last Modified:	08 Jan 2025 15:59
URI:	http://irep.iium.edu.my/id/eprint/117159

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