The impact of a scalable, distributed, school-based, crisis-enabled open teacher professional development programme on student learning outcomes in Sierra Leone

• In Event: Designing and Implementing EiE Research for a more equitable world: Emerging outputs from the E-Cubed Research Fund

Proposal

Tich Mi Ar Tich Dem investigates a scalable, decentralized and school-based model for teacher professional development (TPD) for primary school teachers in Sierra Leone through systemic mixed-methods research. The study is in close collaboration with the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC). The study is set up in two parts: a Design-Based Implementation Research (DBIR) and a Randomized Control Trial (RCT). The DBIR-phase has reached its completion and its findings will inform the TPD model rolled out by the government, which will be investigated through an RCT.

The first phase of the study is set in Western Area Rural district in the Western Province of Sierra Leone, where school-based teacher group meetings (TGMs) were introduced. Primary schools in this district, despite their proximity to urban Freetown, face challenges related to the lack of access to main roads, resources, and TPD opportunities.

Through Design-Based Implementation Research, we collected findings in three iterative cycles, in 10 schools, over the course of six months. Data collection methods are semi-structured interviews, focus group discussions and participatory workshops, and teacher group meeting observations. The data was analysed thematically.

The emerging findings from the study highlight the following themes:

The main benefit of the TGMs is that they facilitate a community of learning wherein teachers feel comfortable sharing ideas, challenges and advice. They also reflect on their classroom practice and practise problem solving skills. In addition, teachers report that TGMs help build their confidence and that they improve relationships between teachers.

Peer-facilitators play a pivotal role in facilitating the community of learning. Their motivation, facilitation style and understanding of the content determined to a great extent the success of the teacher group meetings. They reported increased confidence and learning as benefits of their role. Motivating their colleagues to attend and the lack of financial incentives are some of their biggest challenges.

The support of the school-leader is essential for organising the TGMs. The school leader selects the facilitators and plays a role in encouraging teachers to attend the meetings.

The main challenges to the teacher group meetings are the lack of time, materials and refreshments during the session. This ties in with the general conditions for teachers in Sierra Leone. What teachers appreciated was the community of learning, as well as the content.

Teachers were generally engaged during the TGMs, but struggled with motivation to attend due to their challenging circumstances. Many teachers have other obligations after school hours.

Initial findings suggest that the use of EdTech to support TPD in the form of a peer-facilitator WhatsApp group where questions, content and general support are shared is a medium that should be further explored.

Finally, our findings suggest that the national TPD landscape requires more knowledge and coordination of TPD interventions by the TSC, as well as the use of data for school selection for TPD interventions.

Authors

• Anne-Fleur Lurvink

• Miriam Mason, EducAid