The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy.
This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model.
The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy.
This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD.
