TEACHERS’ PERCEPTIONS OF THE ROLE OF THE JTA AND ITS INFLUENCE ON THEIR PROFESSIONAL DEVELOPMENT

1. TEACHERS’ PERCEPTIONS OF THE ROLE OF THE JTA AND ITS INFLUENCE ON THEIR PROFESSIONAL DEVELOPMENT Howard Isaacs and Kenene Senior April 24, 2019

2. THE JAMAICA TEACHERS' ASSOCIATION • Established on April 2, 1964 from a merger of five Associations: - Jamaica Union of Teachers - Association of Headmasters and Headmistresses - Association of Teachers in Technical Institutions - Association of Teacher Training Staffs - Association of Assistant Masters & Mistresses • Objective 3 in the Memorandum and Articles of Association speaks to Professional Development [PD] ….. “To aid the achievement and maintenance of high professional, ethical and moral standards among all its membership.”

3. STRUCTURE TO SUPPORT OBJECTIVE 3

4. Professional Advancement and Teacher Welfare “ … deals with matters pertaining to the welfare of teachers and the advancement of professional practice and shall sponsor activities such as courses, workshops and seminars.” • Education and Research Committee “… shall keep under review the education system, education laws and regulations, assess their relevance, propose improvement and new directions in education and make available to the Association opinions and information designed to assist in making effective representation on educational matters.”

5. ANNUAL PD ACTIVITIES AVERAGE ATTENDANCE • New Teachers’ Seminars (1 per Region) 180 • Contact Teachers’ Seminars (1 per Region) 700 • Pre-Service Forum 110 • Pre-Retirement Seminars (1 per Region) • Annual Education Conference 400 • Helen Stills Professional Day 400 • Education Symposium 400 • Study Circle Training 35 • The EXCEED Programme 100 • Workshops (Middle Leaders, etc) 400 Source: The Reporter

6. EXPENDITURE : PD ACTIVITIES An examination of the Revised Budget for the 2018 – 2019 Conference Year indicates that $40.8M has been earmarked for PD. The sum represents proposed expenditure for activities ranging from Study Circle training to Education Conference.

7. THE PROBLEM The records indicate that the JTA coordinates several PD activities and each conference year, spends millions of dollars to support these activities. However, little or no research has been done to ascertain the: • impact on these activities on teacher efficacy or performance; • perceptions of members about the nature of these PD activities; and • in keeping with the theme of this conference, whether or not these PD activities are meeting the needs of the membership as it concerns gender and level of employment [early childhood, primary, secondary, tertiary].

8. RESEARCH QUESTIONS • Which JTA led PD activity do teachers most frequently participate in? • How do teachers perceive the role of the JTA in providing for their PD needs? • Is there a perceived difference in the PD needs of female versus male teachers? • Are teachers’ perception of PD influenced by their level of employment?

9. METHODOLOGY • A mixed methods approach was used. • Quantitative: Questionnaires were completed by participants. • Qualitative: Focus group consisting of teachers and lecturers. • 30 persons made up the sample. They were determined randomly. • Respondents were selected from a Primary and Junior High School and a Multidisciplinary Collegein the parish of St. Ann. • 30 questionnaires were issued; 15 at each institution. • Focus group comprised 8 teachers from two levels of employment.

10. SAMPLE • Teachers & Lecturers from Moneague Primary & Junior High & The Moneague College • Females= 63%; Males= 37% • Mean Age= 31 years • Avg. Years Teaching Experience= 13.4 years • Avg. Years of JTA Membership = 8.6 years • 73.3% Response Rate

11. FINDINGSRQ1: Which JTA led PD activity do teachers most frequently participate in?

12. RQ2: How do teachers perceive the role of the JTA in providing for their PD needs? • Do you think enough PD activities are organized by the JTA?

13. Have you ever had challenges in accessing a JTA organized PD activity?

14. Which of the following served as a barrier to your participation in a JTA organized PD activity?

15. Summary of Likert Scale: • Most respondents (86%) indicated that they thought the JTA professional development activities they attended were useful in improving their teaching skills/knowledge, and in solving the difficulties they had in the classroom. • There was a lack of consensus on the sufficiency of PD activities in the sample. 54.5% indicated that they thought there were enough PD activities while 36.4% strongly disagreed. • It was felt by majority of the respondents that teachers could not attend any workshops, seminars or courses offered by the JTA as they would like to, because of accessibility issues or they had to be selected by organizers • There was overwhelming support for the idea that JTA PD activities provide an opportunity for teachers to get together and share their experiences. • Most strongly disagreed that the JTA PD activities are not necessary.

16. Have you ever identified a PD need among colleagues, and contacted the JTA for support?

17. “I am not sure if the JTA is open to such requests” “Was not aware a direct recommendation could be made to the JTA” “I have not yet identified such a need worthy of contacting JTA” “When it comes to JTA, I usually think of the humanitarian and well-being needs first” “Just can’t be bothered. JTA seems to be more concerned about making a profit than providing affordable professional development activities”

18. RQ3: Is there a perceived difference in the PD needs of female versus male teachers? • Do you think the PD needs differ for male and female teachers?

19. Explanations “There are gender-based issues and situations that are best addressed in gender groupings” “I think society is unconsciously biased as it regards gender so there are some professional expectations that do not go for females and vice versa” “I am of this view because, similar to how research has proven, that males learn different from females, and as such the PD need for men should be different from their female counterparts”” “The issues that affect males and females are different in some cases. Among these are: dress and deportment, professional conduct in relationships”

20. “Both genders have similar needs as far as professional development is concerned. They are both governed by the same set of moral, ethical, social, legal guidelines and expectations” “Don’t think there is a need for such. There should be gender equality when catering to needs of teachers” “The same professionals…the needs are the same”

21. Gender-specific PD Activities

22. Do you think the JTA’s PD activities cater to the different needs that may exist between male and female teachers?

23. RQ4: Are teachers’ perception of PD influenced by their level of employment?At the tertiary level all respondents indicated that PD activities were insufficient. Whilst, at the primary level sixty percent of the respondents shared the same view.

24. RECOMMENDATIONS • Greater effort required to engage and empower members at ALL levels. • Continuous needs assessments need to be undertaken with processes put in place to disseminate information to members. • PD targeting tertiary faculty • Mechanisms to engage more males in PD activities. • Make PD activities more accessible and affordable to members. • Increase avenues for a wider cross-section of JTA members benefitting from training.

25. CONCLUSION General perception of JTA is positive. No one considered PD activities irrelevant. Perception of JTA is evolving beyond unionism, and embracing the call to provide more PD activities. Next steps include: • Researching other variables that may affect perception of professional development activities organized by JTA. • Increasing sample size to enhance reliability, generalizability and external validity. • Engaging additional stakeholders and utilizing primary and secondary sources to capture a far more comprehensive understanding as it relates to the role and work of JTA.