Aligning School Teacher Training and Development with Vision to Improve the Quality of Education in a Rapidly-Changing Environment: A Case Study Az-Zahra Islamic School
DOI:
https://doi.org/10.47747/fmiic.v1i1.2194Abstract
This study investigated the need to align teacher training programs with the vision of AZ-Zahra Islamic School in the context of a rapidly changing educational landscape. Employing a qualitative research approach through interviews, group discussions, and observations, the study aimed to analyse teachers' competencies, training needs, and interests in professional development. The research involved three stages: 1) In-depth conversations with six diverse teachers, 2) Observation of teachers and students in natural classroom settings, and 3) Document Analysis (Examining training program materials, school vision statements, …etc). Interviews with selected teachers revealed a range of readiness levels, with some demonstrating a low level requiring significant support for professional development. The study emphasizes the importance of regulating training processes based on the school's vision and quality education standards. It proposes a framework for aligning teacher training with a school's vision through a continuous improvement cycle that incorporates needs assessment, individualized learning, active collaboration, essential competencies, and ongoing evaluation. By aligning training with the school's vision and addressing identified teacher needs, this research contributes to enhancing the overall quality of education at AZ-Zahra Islamic School and offers insights for similar institutions.
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