Early grade teachers’ professional development programs for promoting school safety: Does it make a difference?
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Date
2024-07
Journal Title
Journal ISSN
Volume Title
Publisher
Elsevier
Abstract
This study explored the influence of training on helping teachers to promote greater school safety. A qualitative case study design was adopted, and 213 early grade
teachers from Tanzania Mainland and Zanzibar took part in the study. Data were gathered through individual semi-structured interviews before being thematically
analysed. It was evident that teachers were inadequately prepared in terms of autonomy and supportive communication to help their pupils develop crucial skills for
creating a safe learning environment. In- service professional development programs related to social and emotional learning would enhance teachers’ ability to
support their pupils to address school safety concerns.
Description
Full- text article. Also available at https://doi.org/10.1016/j.tate.2024.104613
Keywords
Early grade teachers, Professional development programs, School safety, Tanzania, Safe learning environment, Early grade
Citation
Basil, P. T., Ndibalema, P., Lawrent, G., Gabrieli, P., & Mbepera, J. (2024). Early grade teachers’ professional development programs for promoting school safety: Does it make a difference?. Teaching and Teacher Education, 145 (2024), 1-8.