Abstract: This study intended to assess the effects of classroom management and professional collaboration in lesson development among teachers on effective professional development to Shanghai secondary school teachers in China. The study used Teaching and Learning International Survey (TALIS) data which was conducted in 2018 by the Organization for Economic Cooperation and Development (OECD). The data were analyzed by Statistical Package for the Social Science (SPSS). The results showed the increase of the needs for professional development for diversity cause an increase of the needs for professional development for subject matter. At the same time, when the exchange and cooperation among teachers increases, resulting to the increase of professional collaboration in lesson development. Also, the gender differences were identified in the selected variables such as classroom management, collaboration in lesson development and effective professional development. However, the findings revealed that, classroom management was very low to predict effective teacher professional development while the professional collaboration was very high to predict effective professional development. Hence, the school principals are held accountable to show that their faculties are engaged in highly effective professional development
Keywords: Classroom Management; Professional Collaboration; Effective Teacher Professional Development.
Title: Assessing the Effects of Classroom Management and Collaboration in Lesson Development on Professional Development: A case of Shanghai Secondary School Teachers in China
Author: Ayubu Ismail Ngao
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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