1. School leaders’ professional development: what do they think about it? Dr Athena Michaelidou Educational Research and Evaluation Centre and Open University of Cyprus and Prof. Petros Pashiardis Open University of Cyprus

2. Structure of the presentation Introduction Literature review In service Training (INSET) and Continued Professional Development (CPD) - the case of Cyprus The research study - school leaders’ views for their CPD Methodology Results regarding their own general involvement in CPD and the specific course for school leaders Implications for the design of CPD for school leaders

3. INTRODUCTION

4. Review of the Literature Increasing interest and need for Continued Professional Development (CPD) Limited research on CPD opportunities School leaders’ CPD – current research and implications

5. Current situation in Cyprus (1) CPD is mainly limited to INSET Lectures, Seminars, Conferences, specific course for school leaders CPD is highly centralised The Ministry organises most of the activities INSET is largely centralised Educational Reform is at a critical point

6. Current situation in Cyprus (2) Centralised educational system Very little autonomy to school leaders Appointment depends upon years of service and postgraduate qualifications Obligatory INSET through seminars and lectures at the Cyprus Pedagogical Institute (CPI) Law participation in CPD activities in general

7. Involvement of school leaders in CPD activities in general Educational conferences for all teachers Seminars run by school inspectors for all teachers Seminars run by the CPI (some of them for Educational Management and Leadership) Postgraduate studies

8. The INSET programme for school leaders (1): Newly appointed school leaders participate in a specifically designed programme The programme lasts for 8 months The programme takes place once a week, during school time Similar programme for secondary deputy school heads and school heads of both primary and secondary heads

9. The INSET programme for school leaders (2): AIMS Becoming aware of updated and recently developed educational topics Formulation of skills and attitudes of dynamic school leaders Development of leadership and organizational skills Development of strategic planning and application of an action plan Becoming aware of ICT in education Development of opportunities for continued professional development

10. THE RESEARCH STUDY

11. Research aims (1): To investigate school leaders’ views regarding their own CPD, as well as the INSET they officially receive in Cyprus, after they get promoted (both its content and organisational aspects). To examine whether specific personal characteristics of the leaders are associated with their perceptions regarding their professional development (e.g. post, level of education, gender).

12. Research aims (2): To provide suggestions regarding: the quality improvement of CPD and INSET for school leaders the creation of new flexible forms of CPD which will contribute to increase the number of school leaders engaged in CPD

13. RESEARCH METHOD - 1 Mixed approach Qualitative investigation Document analysis (international literature, European emphasis, local situation in education and training of school leaders) Interviews with school leaders attending the INSET courses Quantitative investigation Questionnaire survey (semi - structured questionnaire based on the above, as the main research instrument)

14. QUESTIONNAIRE SURVEY WITH SCHOOL LEADERS INTERVIEWS DOCUMENT ANALYSIS

15. RESEARCH METHOD - 2 Sample: All the participants in the INSET course for school leaders 362 deputy school heads of secondary education 120 school heads of primary education 101 school heads of secondary education Statistical Analysis: Both descriptive and inferential statistics (SPSS)

16. RESULTS OF THE RESEARCH STUDY

17. General attitude towards current INSET - CPD

18. Reasons for participating in CPD - INSET

21. 1 2 3 4 5 UsefulnessContentTeachingOrganisation Interaction Satisfaction with the specific INSET programme for school leaders Sec Dep Heads Sec Heads Prim heads

22. Importance of specific subjects 1 2 3 4 5 Evaluation Research Leadership Discipline ICT Topics Sec Heads Prim Heads

23. MOTIVATION FOR SCHOOL LEADERS TO PARTICIPATE IN CPD ACTIVITIES PERCENTAGE Reduction of school teaching time 60%60% Accreditation of the CPD activities 64% INSET during school time 59%59% Scholarships 27% Promotion 40%

24. Differentiation by personal characteristics Gender and years of service are not associated with school leaders’ views regarding their own CPD The level of education where they work is not associated with school leaders’ views regarding their own CPD Only school leaders’ post is related with their views regarding their own CPD (school heads or assistant heads)

25. School leaders’ voice School leaders are not very satisfied with the current situation, regarding their CPD opportunities and the experience with INSET The methods of delivery of CPD – INSET need to allow for peer learning, mentoring, coaching, etc Accreditation and reduction of school/teaching time would enhance the participation of school leaders in CPD activities

26. Policy implications for the future -1 Specifically designed programmes for leaders, prior to their appointment Subjects related to ‘educational leadership’ are priorities for newly appointed leaders There is a need for decentralisation of CPD, to accommodate specific needs and be more practical

27. Policy implications for the future -2 Different courses for school heads (both primary and secondary) and deputy heads The content and methods of CPD need to be reviewed in the light of literature and the school leaders’ needs

28. Thank you for your attention