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A study of the conditions that facilitate teacher development in some Singapore schools
Author
Chew, Alistair Martyn Khean-En
Supervisor
Chen, Ai Yen
Abstract
This study sought to examine the conditions that facilitate staff development in Singapore schools. It looked at teachers' perceptions of their roles within the Singapore education system and how this affected their professional lives. As the conditions involved are better examined in schools with stable populations and environments the study focused mainly on two schools with established cultures and traditions, and a core of long-serving teachers. In addition, three other schools with different characteristics were included for comparison and contrast.
The research philosophy was based on constructivist epistemology. Hence a qualitative research methodology was adopted and the approach was partly ethnographic in nature.
A survey was administered to all teachers in the sample schools with four to seven years of service in their schools as of 1997. The survey yielded demographic and teacher background information, as well as some data on teacher educational history and professional development. Teachers also selected their five main motivations for being a teacher from list of 30 alternatives. The survey was based on that used in two earlier studies by Lau (1968) and Soh (1983).
Interviews were carried out with a purposive sample of these teachers based on their responses to the survey but using a standard interview schedule. Teachers were asked to talk about their personal backgrounds, professional training, and experience in school. Material obtained from these was cross-checked with other school staff and school documents. The first-hand experience of the researcher provided on valuable perspective on conditions in the two schools which were the main focus of the study.
Findings showed that, generally, teachers in Christian mission schools were enabled to develop and become more effective by the strong, well-defined moral and ethical culture found in such schools. This tradition was largely absent from government schools, and was often compensated for by a teacher's ability to reconcile personal beliefs and perspectives with conditions in the school environment.. Frequently, teachers attributed the importance of these beliefs and perspectives in their professional development to their family and educational background.
Other influences on teacher development and effectiveness were the quality of the leadership and the agents of cultural transmission in their schools. A premium was placed on informal professional learning and collegial socialisation processes. Staffroom with healthy collegial support and positive relationships were a common factor in the rapid socialisation of many teachers.
In Singapore, where the future of the nation relies upon the ability of the educational system to provide trained and capable personnel, the teaching profession is a key institution of nation-building. Clarifying and understanding the conditions under which teachers may be more effectively trained and developed would be useful to the implementation of national goals. Hence, the findings of this study could be of use to researchers, administrator and managers because they would provide valuable insights on the matter of how best to develop what is possibly the most important professional human resource of all.
The research philosophy was based on constructivist epistemology. Hence a qualitative research methodology was adopted and the approach was partly ethnographic in nature.
A survey was administered to all teachers in the sample schools with four to seven years of service in their schools as of 1997. The survey yielded demographic and teacher background information, as well as some data on teacher educational history and professional development. Teachers also selected their five main motivations for being a teacher from list of 30 alternatives. The survey was based on that used in two earlier studies by Lau (1968) and Soh (1983).
Interviews were carried out with a purposive sample of these teachers based on their responses to the survey but using a standard interview schedule. Teachers were asked to talk about their personal backgrounds, professional training, and experience in school. Material obtained from these was cross-checked with other school staff and school documents. The first-hand experience of the researcher provided on valuable perspective on conditions in the two schools which were the main focus of the study.
Findings showed that, generally, teachers in Christian mission schools were enabled to develop and become more effective by the strong, well-defined moral and ethical culture found in such schools. This tradition was largely absent from government schools, and was often compensated for by a teacher's ability to reconcile personal beliefs and perspectives with conditions in the school environment.. Frequently, teachers attributed the importance of these beliefs and perspectives in their professional development to their family and educational background.
Other influences on teacher development and effectiveness were the quality of the leadership and the agents of cultural transmission in their schools. A premium was placed on informal professional learning and collegial socialisation processes. Staffroom with healthy collegial support and positive relationships were a common factor in the rapid socialisation of many teachers.
In Singapore, where the future of the nation relies upon the ability of the educational system to provide trained and capable personnel, the teaching profession is a key institution of nation-building. Clarifying and understanding the conditions under which teachers may be more effectively trained and developed would be useful to the implementation of national goals. Hence, the findings of this study could be of use to researchers, administrator and managers because they would provide valuable insights on the matter of how best to develop what is possibly the most important professional human resource of all.
Date Issued
1999
Call Number
LB1775 Che
Date Submitted
1999