Conditions facilitating teacher development in Singapore schools

Abstract

This paper examines the conditions that facilitate teacher development in Singapore schools. It looks at teachers’ perceptions of their roles within the Singapore education system and how this affects their professional lives. Five local schools were studied with a mix of research methods using a primarily phenomenological approach. A survey of teachers' background and professional development for teachers with four to seven years of service in their schools was first conducted. Interviews were carried out with a purposive sample of these teachers. 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 factors are also discussed. A conceptual framework to describe the process of teacher development in Singapore, and some recommendations for future development, are also proposed.