ISSN 2039-2117 (online)
ISSN 2039-9340 (print)
Mediterranean Journal of Social Sciences
MCSER Publishing, Rome-Italy
Vol 5 No 23
November 2014
Delegates' Experience of a Professional Development
Workshop for Staff of Nigerian Independent Schools: An Appreciative Inquiry
Prof GM Steyn
Department of Educational Leadership and Management, University of South Africa,
P O Box 392, Pretoria 0003, South Africa
Email: steyngm1@unisa.ac.za
Doi:10.5901/mjss.2014.v5n23p1470
Abstract
Collaboration between the Director of Accelerated Learning Systems in Nigeria education management lecturers and The
University of South Africa since 2008 has led to professional development workshops for staff from Nigerian independent
schools. This study, which is a follow-up from a previous study (Steyn, 2010) describes the experiences of delegates of
Nigerian independent schools participating in a professional development workshop in South Africa in October 2009. A
qualitative study based on appreciative inquiry (AI) identified aspects that participants appreciate: what is current, ‘the best of
what has been and what is’ (‘discovering’), and also aspects based on their experience of the workshop and what they desire
for future workshops (‘imagining’). The aim of the study was to use the findings to design future workshops that address
Nigerian staff’s professional development needs more appropriately.
Keywords: Professional development; workshops; Nigerian independent schools; qualitative study; appreciative inquiry; adult
learning theories
1. Introduction
Global societal changes demand that all professionals learn in order to cope with the changes that are rapidly taking
place in their environments (Brouwer 2011; Fulton & Britton 2011; Nehring & Fitzsimons 2011; Printy 2010; Retna, 2007;
Vemiü, 2007). This also applies to the teaching profession (Doring, 2002). Studies confirm that professional development
is the best possible solution to address complex challenges which have benefits for both individuals and schools (Boyle,
Lamprianou & Boyle, 2005; Desimone, Smith & Ueno, 2006; Katz & Earl 2010; Nielsen, 2005; Teachers for the 21st
Century - Making the Difference, 2008; Vemiü, 2007). Research on school effectiveness undoubtedly recognises the link
between quality teachers and their professional development (Printy 2010; Teachers for the 21st Century - Making the
Difference, 2008; Van Veen & Sleegers, 2006). Sparks (2003a) and Van Eekelen, Vermunt and Boshuizen (2006) believe
that effective professional development programmes will expand teachers’ understanding, transform their beliefs and
assumptions and guide their classroom actions that change their teaching practice. The dire need for quality teachers to
meet educational objectives for continuing professional development is particularly critical in the case of developing
countries, such as Nigeria (Ololube, 2008; Garuba, 2004). Moreover, education for sustainable development also
requires ‘a life-wide and life-long endeavour’ that challenges staff and schools to meet global aims (Ololube, 2008, p.44).
A democratically elected government came into power when military rule ended in Nigeria in 1999, which resulted
in considerable decentralisation of administrative and financial responsibilities (Ikoya & Onoyase, 2008; Okoroma, 2006;
Geo-Jaja, 2004). Education has been part of this political reform. The studies of Ofoegbu (2004) Osunde and Osunde
and Izevbigie (2006) and Omoruyi (2005) show that there is a lack in interest in and attraction to the teaching profession
in Nigeria as a result of the low status of its teachers (Ofoegbu, 2004; Osunde & Omoruyi, 2005). Poor conditions of
service as well as society’s negative influence are fundamental factors that have impacted this low status of Nigerian
teachers and have led to teachers’ poor morale which has negatively impacted teachers’ effectiveness in the classroom
(Garuba, 2004; Osunde & Omoruyi, 2005; Ogunyemi, 2005). It is therefore important to acknowledge the need to
motivate staff in order to produce desirable educational outputs (Ofoegbu, 2004; Osunde & Izevbigie, 2006). The study of
Olalekan (2004) furthermore suggests that there should be relevant professional development programmes for Nigerian
teachers so that they can deal with professional stress successfully.
Limited literature exists on private schooling in Nigeria (Tooley, Dixon & Olaniyan, 2005). In this study all schools
were run by such school owners (Tooley et al., 2005). Garuba (2004) determined that many factors can play a dominant
role in determining the professional and teaching needs of teachers. He therefore suggests that teachers should be
1470
ISSN 2039-2117 (online)
ISSN 2039-9340 (print)
Mediterranean Journal of Social Sciences
MCSER Publishing, Rome-Italy
Vol 5 No 23
November 2014
supported to participate in professional development workshops in order to reflect on their everyday problems
experienced in practice and with the assistance of such workshops to seek for solutions to such problems. Effective
professional development programmes are those which are embedded in staff’s practice, tailored to meet the specific
circumstances or contexts of teachers, and sustained over a period of time (What is Professional Learning, n.d. 1; Lee,
2005).
The purpose of the study is to describe the experiences of delegates from Nigerian independent schools regarding
a professional development workshop conducted by lecturers from a South African university.
2. Conceptual Underpinnings
In this article the researcher uses different theories as a lens for understanding principals’ and teachers’ positive
experience of professional development and the strategies that they recommend to support their professional
development. These include the appreciative inquiry technique and adult learning theories.
2.1
Appreciative inquiry (AI)
In the seminal work of Cooperrider and Srivasta (1987) they outlined the AI technique which concentrates on what works
satisfactorily in situations and organisations instead of concentrating on problems (Bushe, 2007, p.37; Billings &
Kowalski, 2008; Lewis & Van Tiem, 2004; Preskill & Catsambas, 2006). Stowell (2013:15) views AI as “an approach to
‘¿nding out’ about issues of concern”. The assumptions and processes that AI theorists support can lead to positive
transformation (Bushe & Kassam, 2005; Bushe 2007; Preskill & Catsambas, 2006; Stowell 2013:15) since AI builds on
the basic strong points of situations or people and requires an inquiry that begins with an appreciation of that which is
constructive and positive. Furthermore, the AI approach is collaborative, stimulating and applicable to a wide variety of
situations and organisations (Cooperrider & Srivasta, 1987) and has also been successfully applied to education (Preskill
& Catsambas, 2006). The AI model consists of a 4D cycle as illustrated in figure 1, although the focus of this study is in
particular on the first two phases. Since Nigerian delegates were only from different Lagos schools and not other
independent schools in Nigeria, the other two phases were not applicable and appropriate for logistical reasons, although
they are mentioned.
2.1.1 Discovery (inquire)
In this phase the focus is on an appreciation of what currently exists, ‘the best of what has been and what is’ (Dunlap,
2008; Lehner & Hight, 2006). The suggestion is to ‘build on the positive core’ (Schutt, 2007, p.27). People describe their
personal experience of a particular phenomenon (Bushe & Kassam, 2005; Lewis & Van Tiem, 2004; Elleven, 2007), in
this case delegates’ experience of a professional development workshop. The researcher then endeavoured to uncover
and reinforce the positive in a phenomenon/situation, in this case future workshops (Bushe & Kassam, 2005).
2.1.2 Dream (imagine)
In the second phase the focus is on dreaming or imagining what could be, and it involves the building of a new vision for
the future (Dunlap, 2008; Elleven, 2007; Lehner & Hight, 2006), in this case future workshops. By establishing new
positions, new possibilities can become apparent (Bushe & Kassam, 2005; Lewis & Van Tiem, 2004).
1471
ISSN 2039-2117 (online)
ISSN 2039-9340 (print)
Mediterranean Journal of Social Sciences
MCSER Publishing, Rome-Italy
Vol 5 No 23
November 2014
2.1.3 Design (innovate)
The third phase focuses on what should be by co-constructing how it could be (Schutt, 2007; Dunlap, 2008) and on
destiny (creating what will be) (Bushe & Kassam, 2005; Lewis & Van Tiem, 2004; Schutt, 2007).
2.1.4 Destiny (implement)
The fourth phase involves creating what will be (Bushe & Kassam, 2005; Lewis and Van Tiem, 2004) and identifying
barriers that need to be dealt with (Schutt, 2007) for future workshops.
2.2
Adult learning theories
Adult learning theories and constructivist learning theories may present an understanding of adult development (GradoSeverson, 2007). Adults bring numerous life and work experiences to their learning which also shape their perspectives
on learning (also professional development) (Grado-Severson, 2007; Kegan, 1982; Kegan, 1992; Knowles 1984;
Mezirow, 1991). They also want their learning to be meaningful and valuable. This implies that social context should be
understood when supporting adult learning. Moreover, adults approach learning as problem-solving and they learn
experientially. Constructivist learning theories suggest that learning is a constructive process in which an individual
learner builds an internal illustration of knowledge, a personal interpretation of experience, a ‘sense-making process
where the individual builds new knowledge and understanding from the base of existing knowledge and perceptions’
(Chalmers & Keown, 2006, p.148).
Knowles (1984) emphasises that adults are self-directed and expect to take responsibility for their own decisions.
As such, professional development programmes have to accommodate this fundamental aspect. Moreover, a meaningful
amount of teacher learning occurs through their collaboration with other staff members such as sharing ideas, discussion,
observation and working in teams (Hodkinson & Hodkinson, 2005).
In this article I primarily rely on the above theories as a lens to understand how Nigerian delegates experienced a
professional development workshop to maximise their opportunities for professional growth.
3. Research Design
A qualitative research design was employed to gain an understanding of the experiences of the 20 participants who
attended the workshop. The interpretative research paradigm that focusses on ‘verstehen’ formed the basis of the study
(Johnson & Christensen, 2012, p.36). Data were collected by means of naive sketches (Giorgi 1985:1) of the workshop
and a focus group interview after the workshop. The naïve sketches and the focus group interview predominantly
focussed on the following questions, which are based on core questions used in appreciative interviews of the AI model
(Preskill & Catsambas, 2006). (1) Think back on your experience in the workshop and tell us how it helped you to learn
and understand the content of the sessions. What made it effective? (2) If the entire workshop were to be redesigned to
be more effective, what three wishes would you offer the workshop designers to make it possible? These questions in
particular focused on the first two phases of the AI model: discovering and dreaming. In the focus group session
participants reported on these questions. The facilitators of the workshop were also requested to view their experiences
of the workshop. The researcher ensured that the following ethical principles were adhered to in doing the research:
confidentiality, anonymity, and privacy.
The data collected from the naïve sketches and focus group were read, reread, segmented and inductively coded
considering the AI approach. Meaningful comments were then classified into categories and units of meaning were
grouped into these major categories (Corbin & Strauss, 2008; Creswell, 2007). Trustworthiness was ensured by
transcribing all the written comments verbatim to ensure an accurate reflection of the participants’ views and by crossverifying field notes made during the focus group session.
4. Findings
Based on the appreciative inquiry approach, the researcher identified a number of categories and subcategories in the
data analysis. The main categories included the following: Uncovering the positive of the professional development
workshop; and Going forward.
1472
ISSN 2039-2117 (online)
ISSN 2039-9340 (print)
4.1
Mediterranean Journal of Social Sciences
MCSER Publishing, Rome-Italy
Vol 5 No 23
November 2014
Background of the study
Collaboration between Nigerian staff in independent schools and academic staff in Education Management at the
University of South Africa started in 2007. The main aim was to improve teaching and learning in Nigerian independent
schools. A delegation of proprietors (school owners) from Nigerian independent schools visited the University of South
Africa and shared their concerns about their schools. Based on these concerns the workshop content for 2008 was
discussed by a team of facilitators from the University. Two similar workshops (March and October) were presented after
which a mixed-method study was done to explore the experiences of Nigerian delegates from independent schools
(Steyn, 2010). Delegates expressed the need to focus on strategies to improve staff motivation and self-management for
the sake of their professional effectiveness. After lengthy discussions the team identified the following topics for the next
workshop: Invite to inspire through invitational education; Positive discipline: an instrument towards staff motivation and
empowerment; Inspired through change; Teaching from the heart; Empowering teachers through shared instructional
leadership; Motivating your staff: Practical guidelines; and Managing: yourself: be motivated. Twenty delegates from
independent schools in Lagos, Nigeria attended the workshop in October 2009. All delegates had more than five years of
experience and included teachers, school administrators, a proprietor and an executive director.
4.2
Uncovering the positive of the professional development workshop
4.2.1 The workshop: an eye opener
Many participants referred to the workshop as being an ‘eye opener’. Two appropriate examples of responses were: ‘My
experience on the workshop was so unique, it has given me the opportunity to rediscover myself and to rediscover my
passion for teaching’; and ‘The workshop make to now to see myself as an agent of change and also a better teacher in
managing myself, my students and my school’. For many, the workshop also succeeded in equipping them with skills to
apply in their teaching practice as another participant stated: ‘The workshop made to now to see myself as an agent of
change and also a better teacher in managing myself, my students and my school’. Some of the participants expressed
their views on the overall nature of the workshop: ‘The workshop was highly rewarding, educating and interesting’; and
‘The workshop was not only informative, but also every educative, it has taught me new things’.
A few participants also referred to the ‘warm climate’ of the workshop and the ‘very pretty’ venue. In the venue was
a number of placards with educative messages and drawings of students and a vase with fresh flowers with a small
exhibition of relevant educative books on a table. Two participants also commended on the informative visual and music
used during the workshop.
Both adult learning theories and constructive theories are supported by the findings. The work experiences and
needs shaped delegates’ perspectives on their learning during the workshop (Grado-Severson, 2007). Delegates also
experienced learning to be meaningful and valuable. According to constructivist learning theories, learning is a
constructive process in which individual learners can build new knowledge and understanding from existing knowledge
and perceptions (Chalmers & Keown, 2006). Yu, Leithwood and Jantzi (2000) are even of the opinion that professional
development should develop certain characteristics of teachers’ beliefs such as the fact that teachers must believe that
they are competent to accomplish professional goals.
Location and setting of professional development are ‘key parts of authentic practice’ (Hodkinson, Colley &
Malcolm, 2003, p.316). Delegates’ responses also referred to the environmental and physiological set-up. Environmental
factors include a comfortable and well-equipped venue indicated as well as physiological factors referring to auditory
(hearing) and visual (seeing) elements which delegates commented positively on (Vincent & Ross, 2001). By implication,
delegates’ experience of the workshop also referred to its content.
4.2.2 The workshop content: practical and relevant
The participants expressed their gratitude about the content of the workshop. Many of them referred to the content of the
workshop as being ‘very appropriate’, ‘very practical and very relevant to my work’; ‘well presented and informative’; and
of relevance to the Nigerian education system. It was also obvious from the data that participants regarded all the topics
in the workshop as very relevant, as illustrated by the following comment: ‘All the topics have broadened my
thinking/knowledge and have enabled me to see possible approaches that I can make to make it more effective in my
school’. Many of the participants also elaborated on the value of the content of particular sessions in the workshop which
included the following:
1473
ISSN 2039-2117 (online)
ISSN 2039-9340 (print)
Mediterranean Journal of Social Sciences
MCSER Publishing, Rome-Italy
Vol 5 No 23
November 2014
The lecture on teaching from the heart was great and of great relevance, very inspiring and motivating. It has made me
see that each child is a gift and I have a great opportunity to impact a life.
I am really inspired through the change especially the new change that takes into consideration the existing practices in
our schools... I see myself as somebody groping in the darkness of ignorance. But now I see that change is inevitable in
my teaching life.
This topic [Motivating your staff] is quite indispensable because motivated members of the staff can take an institution to
a higher level.
Invite to inspire through IE [invitational education] was very passionate and inspiring and will help me with my
challenges.
The topic on discipline was wonderful. Positive discipline of pupils brings about a positive change. Recognise the good
behaviour and attach a relevant reward.
Empowering teachers through shared instructional leadership meant a lot to me.
Research on professional development literature supports the importance of relevance and practice-based
professional development programmes (Guskey, 2002; Hodkinson & Hodkinson, 2005; Lee, 2005; Maaranen, Kynäslahti
& Krokfors, 2008; Somers & Sikorowa, 2002). Moswela (2006:623) succinctly indicates that workshops should ‘blend
through with practice’. It is also important that staff members who attend workshops value the content of such workshops
and realise the possibility of integrating what they have learnt into their classroom practice (Hodkinson & Hodkinson,
2005). As regards the content, the main focus should be on the acquisition of knowledge and skills and the improvement
of teaching practice (Hodkinson et al., 2003). Apart from appropriate workshop content, the facilitators can also play a key
role in ensuring effective professional development and in facilitating the learning of delegates.
4.2.3 Facilitators of the workshop: ‘Seasoned educationists’
The participants agreed on the expertise of facilitators of the workshop as succinctly described by one participant: ‘The
seminar instructors for the workshop was a wonderful team. They were well grounded in the topic they handled and the
good mastery of what each delivered second to none... They are professionals and should be encouraged to spread their
experience to others more’. A few participants attributed the success of presentations to a facilitators being ‘fully prepared
and touched the bothering areas in my teaching profession’; facilitators being ‘well knowledgeable about the topics
presented’; the ‘enthusiasm of presenters’ which was ‘excellent’; facilitators being ‘friendly, passionate’ and ‘very
courteous’. Participants also valued the interactive nature of the workshop: ‘I loved and enjoyed the interaction that
flowed amongst the participants and the facilitators’.
One of the facilitators wrote that she changed her attitude towards her presentation and focused less on academic
and factual information compared to her presentations of the two previous workshops. ‘It seems as if my approach by
focusing on more practical issues this time allowed more participation and was better received’.
The findings support the views of Vincent and Ross (2001), and Mewborn and Huberty (2004) who assert that
effective professional development programmes require facilitators who are knowledgeable and well prepared and should
encourage active participation during the workshop. Furthermore, facilitators need to be aware of the actual problems
staff experience in their schools (Moswela, 2006). Apart from the negotiations that took place between the Director of
Accelerated Learning and the proprietors, a better understanding of Nigerian independent schools is required. Future
workshops in Nigeria with accompanying school visits may equip facilitators to better understand the circumstances in
Nigeria.
During the discovery phase of AI the idea is to appreciate what exists, ‘the best of what has been and what is’
(Dunlap, 2008, p.26) and to ‘build on the positive core’ (Schutt, 2007, p.27). Delegates explained their positive
experiences of the workshop which may assist the team to strengthen the positive for planning future workshops.
4.3
Going forward
Participants were requested to think about redesigning future workshops based on their experience of the workshop.
Although participants had positive experiences of the workshop, they had raised a number of areas for the improvement
of workshops.
4.3.1 Proposed time and duration of workshops
Participants and facilitators agreed that time and duration were a real concern. This is also in line with recommendations
1474
ISSN 2039-2117 (online)
ISSN 2039-9340 (print)
Mediterranean Journal of Social Sciences
MCSER Publishing, Rome-Italy
Vol 5 No 23
November 2014
of previous research done on the effectiveness of workshops for Nigerian participants from independent schools (Steyn,
2010). Unfortunately the planned three day workshop had to change to a two day workshop due to cost and logistical
reasons. Although the participants valued the interaction during the sessions, they would like to have much more time for
interaction as illustrated by the following comment: ‘More interactive sessions, more group discussion and more time for
each session are needed’; It is therefore understandable that many participants recommended a longer workshop. The
following comments were made in this regard: ‘More days should be allocated to such training’; and ‘Increase the number
of days as to make room for more practical sessions and groups activities’. One participant succinctly explained her
stance: ‘I would like to have three days for sessions to assimilate content better’. All facilitators also expressed the desire
for more discussion and participation during the workshop.
Although short courses may be effective on occasions (Hodkinson & Hodkinson, 2005), Smith and Gillespie (2007)
maintain that professional development is more effective in changing teachers’ practice when it is of longer duration. The
duration influences the depth of teacher change (Lee, 2005; Continuing Professional development of Teachers, n.d). A
longer duration also allows more time for delegates to learn about their own practice, which implies that workshops
require a contextualisation of content.
4.3.2 Proposed contextualisation of workshops
Participants expressed their wish to have more discussion on issues in Nigerian schools; ‘We need to talk about the
challenges in Nigeria, and we also want practical sessions for discourse’. Participants also wanted workshops to be
presented in Nigeria; ‘I wish it could be possible for the facilitators to come to Nigeria in order to have a larger house of
participants’. As a result of this, planning for visits by facilitators to Nigeria started to provide a better understanding of the
needs and challenges faced by the education system in Nigeria. It will also be more cost effective to send seven
facilitators to Nigeria.
The literature supports the findings of the importance of contextualising professional development programmes for
the schools (Guskey, 2002; Hirsh, 2005; Mewborn & Huberty, 2004) since the development and learning of staff are
affected by variables within the school context which may either enhance or obstruct their professional development
(Heaney, 2004; Hirsh, 2005; Katz & Earl 2010:29; Van Eekelen et al., 2006). As such it is important that teachers value
the workshop content and recognise the possibility of integrating what they have learnt into their practice (Hodkinson &
Hodkinson 2005). This implies that the main focus of professional development workshops should be on the acquisition of
knowledge and skills for the sake of improving practices (Hodkinson et al., 2003).
4.3.3 Proposed composition of workshop delegates
A few participants aired their views on the delegates who attended the workshop in 2009. They believed that ‘more
members instead of Lagos alone’ should attend ‘as to get new educational drive to spread across the Nigerian schools’.
The criticism is acknowledged, but logistics, in particular acquiring visas for South Africa, played a key role in the
finalisation of the team of delegates.
The literature supports the findings that when staff have opportunities to work with other professionals in schools
and have access to the expertise of researchers and facilitators, learning and development are most likely to occur
(Robinson & Carrington, 2002). Staff also value collaborative opportunities with staff members outside their own schools
(Hodkinson & Hodkinson, 2005). Collaboration between the Director in Nigeria and the facilitators started and they plan in
their visit to Nigeria to reach more staff in schools and to also visit Nigerian schools to provide a better understanding of
the needs and challenges faced by the education system in Nigeria.
4.3.4 Identification of delegates’ needs
Since the delegates included both managerial staff and teachers it was expected that their needs would differ. School
administrators suggested ‘more managerial aspects and training in administrative duties’, ‘work ethics’ and ‘human
resource management’ while teachers expressed the need for ‘curriculum development’; and ‘how to effectively deliver a
lesson’.
For both managers and teachers the idea of developing good relationships among role players was important as
illustrated by the following: ‘The additional topic I would like to include is ‘Developing a good rapport among teachers and
parents’. Facilitators felt that the needs of managers and teachers differ and that it would therefore be more appropriate
to accommodate them in different sessions that would have an influence on the content of the workshop. The initial
1475
ISSN 2039-2117 (online)
ISSN 2039-9340 (print)
Mediterranean Journal of Social Sciences
MCSER Publishing, Rome-Italy
Vol 5 No 23
November 2014
arrangement between the organisers was that the target group for the workshop will predominantly include delegates on
a managerial level. As mentioned before, logistics played a key role in the final selection of delegates to attend the
workshop.
Literature on adult learning theories, constructivist theories and professional development confirms that
professional development workshops should meet the needs of individuals if professional development programmes are
to be successful (Fratt, 2007; Hodkinson & Hodkinson, 2005; Kegan, 1992; Kegan, 1994; Lee 2005; Mezirow, 1991;
Robinson & Carrington, 2002). Moreover, as also indicated by the findings, delegates prefer workshops that are related to
their practice and that aim to meet their specific needs (Robinson & Carrington, 2002; Somers & Sikorova, 2002).
The ‘Imagine’ phase on which the study was also based involves the construction and creation of a new vision for
the future (Bushe & Kassam, 2005; Lehner & Hight, 2006; Schutt, 2007). The category ‘Going forward’ enabled the
researcher to collect evidence of imagining how future workshops could be designed to meet the expectations of
delegates (Dunlap, 2008:26). As such, responses to question asked to delegates have guided the development of
planning future workshops (Schutt, 2007).
5. Conclusion
With the growing dynamism in the world of teaching and learning and the increasing demands and social expectations on
teachers, professional development of teaching and managerial staff in Nigeria is a major concern. The current study
indicated that the workshop succeeded in meeting the majority of delegates’ expectations. The first two phases of the AI
approach served as a guideline in grounding the research.
The first phase: delegates expressed their appreciation on a number of aspects. These aspects also indicate the
quality of the workshop. However, planning and implementing professional development through appropriate workshops
can be regarded as complex and poses some difficulties. Furthermore, assuming that professional development
workshops that worked previously, will not necessarily be appropriate for other settings, workshops should be modified
and the fact that individual staff members will respond differently to similar workshop opportunities should be
acknowledged. The following aspects are considered for designing future workshops (figure 2).
• Continue and also improve aspects that delegates viewed positive about the workshop.
• Prolong sessions and extend the duration of the workshop. This can be possible when facilitators run
workshops in Nigeria over an extended period rather than two days.
• Allow for more contextualisation. Workshops with a longer duration allow for more time to discuss Nigerian
issues. It allows delegates to focus on their particular problems and equip them with the necessary skills to
‘own’ their problems and address them effectively. Planned visits by facilitators to independent schools will
also help them to understand the needs of staff in Nigerian schools.
• Adapt the composition of workshops to allow for separate sessions for teachers and managers. The needs of
managers and teachers differ and conducting separate workshop sessions will be more effective in addressing
their needs.
• Address the needs of individuals expressed as far as possible. One should keep in mind that in designing
effective professional development workshops the focus should not only be on the individual, but also on the
school. In this regard Hodkinson and Hodkinson (2005:123) say that the focus should not be ‘on individual
learner responsibility, on targeted needs, or learning outcomes, but rather on creating a more expansive
learning environment at work.’ Such an expansive environment provides diverse and wide-ranging learning
opportunities which support and value learning
References
Billings, D.M. & Kowalski, K. (2008). Appreciative inquiry. The Journal of Continuing Education in Nursing March 39(3): 104.
Brouwer P. 2011. Collaboration in teams. Doctoral thesis, University of Utrecht, Netherland.
Bushe, G.R. (2007). Appreciative inquiry is not (just) about the positive. OD Practitioner, 39(4): 30-35.
Bushe, G.R. & Kassam, A.F. (2005). When is appreciative inquiry transformational? A meta-case analysis. The Journal of Applied
Behavioral Sciences, 41(2): 161-181.
Boyle, B., Lamprianou, I. & Boyle, T. (2005). A longitudinal study of teacher change: What makes professional development effective?
Report of the second year of the study. School effectiveness and School Improvement, 16(1): 1-27.
Chalmers, L. & Keown, P. (2006). Communities of practice and professional development. International Journal of Lifelong Learning,
25(2): 139-156.
1476
ISSN 2039-2117 (online)
ISSN 2039-9340 (print)
Mediterranean Journal of Social Sciences
MCSER Publishing, Rome-Italy
Vol 5 No 23
November 2014
Continuing Professional development of Teachers. (n.d.) The Education Bureau, Government of Hong Kong. 2006. Retrieved August 21,
2008, from http://www.edb.gov.hk/index.aspx?langno=1andnodeid=1309
Cooperrider, D.L. & Srivesta, S. (1987) Appreciative inquiry in organizational life, Research in Organisational Change and Development
1:129-169. Retrieved April 13, 2011, from (http://www.appreciative inquiry.org/AI-Life.htm
Corbin, J. & Strauss, A. (2008). Basics of qualitative research (3rd ed). London: Sage Publications.
Creswell, J.W. 2007 Qualitative inquiry and research design. Choosing among five approaches. (2nd ed). Thousand Oaks, California:
Sage Publications.
Desimone, L.M., Smith, T.M. & Ueno, K. (2006) Are teachers who sustained, content-focused professional development getting it? An
administrator’s dilemma. Educational Administration Quarterly, 42(2), 179-215.
Doring, A. (2002). Lifelong learning for teachers: Rhetoric or reality? Challenging futures? Changing agendas in teacher education.
February 3 – 7, Armidale: New South Wales. Retrieved August 17, 2008, from http://scs.une.edu.au/CF/Papers/professional
developmentf/ADoring.professional developmentf
Dunlap, C.A. (2008). Effective evaluation through appreciative inquiry. Performance Improvement, February, 47(2): 23-29.
Elleven, R.K. (2007). Appreciative inquiry: A model for organizational development and performance improvement in student affairs.
Education, Summer, 127(4): 451-465
Fratt, L. (2007). Professional development for the new century. District Administrator, June, 4: 57-60.
Fulton, K. & Britton, T. (2011). STEM teachers in professional learning communities: From Good teachers to great teaching. Retrieved
21 January 2013, from http://nctaf.org/wp-content/uploads/2012/01/1098-executive-summary.professional developmentf.
Garuba, A. (2004). Continuing education: An essential tool for teacher empowerment in an era of universal basic education in Nigeria.
International Journal of Lifelong Education, March-April, 23(2): 191-203.
Geo-Jaja, M.A. (2004) Decentralisation and privatisation of education in Africa: Which option for Nigeria? International Review of
Education, 50(3-4): 307-323.
Giorgi 1985 (ed). Phenomenology and psychological research. Pittsburgh, PA: Duquesne University Press:
Giorgi A. 1985. The phenomenological psychology of learning and the verbal learning tradition, in Giorgi 1985 (ed). Phenomenology and
psychological research. Pittsburgh, PA: Duquesne University Press. Pp 23-85
Grado-Severson, E. (2007). Helping teachers learn: Principals as professional development leaders. Teachers College Record, 109(1):
70-125.
Gray, S.L. (2005). An enquiry into continuing professional development for teachers. University of Cambridge: Esmee Fairbairn
Foundation.
Guskey, T.R. (2002). Does it make a difference: Evaluating professional development. Educational Leadership, March, 59(6): 45-51.
Heaney L. (2004). Leading professional development: A case study. The International Journal of Educational Management, 18(1):37-48.
Retrieved April 13, 2011, from www.emeraldinsight.com/0951-354X.htm
Hirsh, S. (2005). Professional development and closing the achievement gap. Theory into Practice, 44(1): 38-44.
Hodkinson, P., Colley, H. & Malcolm, J. (2003). The interrelationships between informal and formal learning. Journal of Workplace
Learning, 15(7/8): 113-318.
Hodkinson, H. & Hodkinson, P. (2005). Improving schoolteachers’ workplace learning. Research Papers in Education, June, 20(2): 109131.
Ikoya, P.O. & Onoyase, D. (2008). Universal basic education in Nigeria: availability of schools’ infrastructure for effective programme
implementation. Educational Studies, 34(1): 11-24.
Johnson, B. & Christensen, L. (2012). Educational Research. Quantitative, Qualitative, and Mixed Approaches. (4th ed.). California, p.
SAGE Publications, Inc.
Katz, S. & Earl, L. (2010). Learning about networked learning communities. School Effectiveness and School Improvement, March 21(1):
27-51.
Kegan, R. (1982). The evolving self: Problems and process in human development. Cambridge: Harvard University.
Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge: Harvard University.
Knowles, M. (1984). The adult learning: A neglected species. (3rd ed.). Houston, TX: Gulf.
Lee, H-L. (2005). Developing a professional development programme model based on teachers’ needs. The Professional Educator,
Spring, XXVII(1&2): 39-49.
Lehner, R. & Hight, D.L. (2006). Appreciative inquiry and student affairs: A positive approach to change. College Student Affairs Journal,
Spring, 25(2): 141-151.
Lewis, J. & Van Tiem, D. (2004). Appreciative inquiry: a view of a glass half full, Performance Improvement, 43(8): 19-15.
Nehring J & Fitzsimons G. 2011. The professional learning community as subversive activity: countering the culture of conventional
schooling. Professional development in Education, 37(4), September: 513–535
Maaranen, K., Kynäslahti, H. & Krokfors, l. (2008). Learning a teacher’s work. Journal of Workplace Learning, 20(2): 133-145.
Meiers, M. & Ingvarsin, L. (2005). Investigating the links between teacher professional development and student learning outcomes.
Retrieved 7 April 2011, from http://www.dest.gov.au/NR/rdonlyres/993A693A-3604-400F-AB81-57F70A8A83A6/8039/Vol1Rev_
Final_26Sept05.professional developmentf
Mewborn, D.S. & Huberty, P. D. (2004), A site-based model for professional development at the elementary school level. Pythagoras,
June, 2-7.
Moswela, B. (2006). Teacher professional development for the new school improvement: Botswana. International Journal of Lifelong
1477
ISSN 2039-2117 (online)
ISSN 2039-9340 (print)
Mediterranean Journal of Social Sciences
MCSER Publishing, Rome-Italy
Vol 5 No 23
November 2014
Education, Nov/Dec, 25(6): 625-632
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
Ofoegbu, F. I. (2004). Teacher motivation: a factor for classroom effectiveness and school improvement in Nigeria. College Student
Journal, 38(1): 81-88.
Ogunyemi, B. (2005). Mainstreaming sustainable development into African school curricula: Issues for Nigeria. Current Issues in
Comparative Education, April, 72(2): 94-113.
Okoroma, N.S. (2006). Educational policies and problems of implementation in Nigeria. Australian Journal of Adult Learning, 46(2): 243263.
Olalekan, A.M. (2004). Stress management strategies of secondary school teachers in Nigeria. Educational Research, Summer, 46(2):
195-207.
Ololube, N.P. (2008). Evaluation competencies of professional and non-professional teachers in Nigeria. Studies in Educational
Evaluation, 34(1): 44-51.
Osunde, A.U. & Izevbigie, T. I. (2006). An assessment of teachers’ attitude towards teaching profession in midwestern Nigeria.
Education, 126(3): 462-467.
Osunde, A.U. & Omoruyi, F.E.O. (2005). An assessment of the status of teachers and the teaching profession in Nigeria. Australian
Journal of Adult Learning, Nov. 45(3): 411-420.
Patton, M. Q. (2002). Qualitative research and evaluation methods. (3rd ed). Thousand Oaks: California: Sage Publications.
Preskill, H. & Catsambas, T.T. (2006). Reframing evaluation through appreciative enquiry. Thousand Oaks, California: Sage
Publications.
Printy, S. (2010). Principals’ influence on instructional quality: insights from US schools. School Leadership and Management, April,
30(2): 111- 126.
Retna, K.S. (2007). The learning organisation. The school’s journey towards critical and creative thinking. The Asia Pacific-Education
Researcher, 16(2): 127-142.
Robinson, R. & Carrington, S. (2002). Professional development for inclusive schooling. International Journal of Educational
Management, 16(5), 239-247.
Schutt, D.A. (2007). A strength-based approach to career development using appreciative inquiry. Broken Arrow, OK: National Career
Development Association.
Smith, C. & Gillespie, M. (2007). Research on Professional development and Teacher Change: Implications for Adult Basic Education.
pp. 205- 244. Retrieved April 13, 2011, http://www.ncsall.net/fileadmin/resources/ann_rev/smith-gillespie-07.professional
developmentf
Somers, J. & Sikorova, E. (2002). The effectiveness of on in-service education on teachers course for influencing teachers' practice.
Journal of In-Service Education, 28(1): 95-114.
Sparks, D. (2003). Skill building. Journal of Staff Development. Winter, 24(1): 29.
Steyn, G.M. (2010). The perceptions of teaching staff from Nigerian independent schools of a South African professional development
workshop. South African Journal of Education, Nov. 30(4): 539-554.
Stowell, F. 2013. The Appreciative Inquiry Method—A Suitable Candidate for Action Research? Systems Research and Behavioral
Science, 30, 15–30. Retrieved 29 January 2013, from http://onlinelibrary.wiley.com/doi/10.1002/sres.2117/pdf.
Teachers for the 21st Century - Making the Difference. (2008). Australian Government; Department of Education, Employment and
Workplace relations. Retrieved April 7, 2011, from http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/
reviews/previous_reviews/teachers_for_the_21st_century.htm
Tooley, J., Dixon, P. & Olaniyan, O. (2005). Private and public schooling in low-income areas of Lagos State, Nigeria: A census and
comparative survey. International Journal of Educational Research, 43(3): 125-146.
Van Eekelen, I.M., Vermunt, J.D. & Boshuizen, H.P.A. (2006) Exploring teachers’ will to learn. Teaching and Teacher Education, 22:
408-423.
Van Veen, K. & Sleegers, P. (2006). How does it feel? Teachers’ emotions in a context. Journal of Curriculum Studie, 38(1): 85-111.
Vemiü, J. (2007). Employee training and development and the learning organization UDC331.363. iFacta Universitatis, Economics and
Organization, 4(2): 209-216.
Vincent, A. & Ross, D. (2001). Personalize training: Determine learning styles, personality types and multiple intelligence online. The
Learning Organisation, 8(1): 36-43.
What is professional learning? (n.d.). Department of Employment, Education and Training. Retrieved April 7, 2011, www.deet.nt.gov.au
Yu, H., Leithwood, K. & Jantzi, D. (2000). The effects of transformational leadership on teachers’ commitment to change in Hong Kong.
Journal of Educational Administration, 40(4): 368-389.
1478