Effective Collaboration Makes Teachers Learn Better: A Study of a School-based Professional Development Program

Abstract

The aim of the study is to observe the effects of school-based, continued professional development model of collaboration on teachers’ efficiency. The results of the study establish that school-based, collaborative professional development activities provide a continued, job-embedded learning environment that impacts the overall school ethos, teacher effectiveness and student learning. Although it is a daunting task to break down the already existed barriers of seclusion in school, the study advocates the value of professional development programs if teachers are provided well-structured, collaborative and supervised opportunities for their professional development. The study indicates some added considerations for future research. Continued study of a primary school can also prompt additional information about the influence of collaborative professional development on student learning, that can be measured by student attainment pointers over a continued period.