A Study on the Influence of School Management and the Implementation of School-Based Professional Teacher Development Programs in Vavuniya South Zone

This study investigates the factors influencing the successful implementation of School- Based Professional Teacher Development (SBPTD) programs in the Vavuniya South zone of Sri Lanka. The research adopts a mixed-methods approach, employing stratified random sampling to select 21 schools from a total population of 60 schools. Data collection involved administering quantitative surveys to 285 teachers and conducting qualitative semi- structured interviews with 21 school leaders. The findings reveal a statistically significant positive correlation between teacher motivation and the effectiveness of SBPTD programs (β = 0.470, p < 0.05). Although factors such as leadership style, organizational culture, resource allocation, and communication exhibit correlations with SBPTD effectiveness, they do not show independent statistical significance. Furthermore, the study highlights the critical role of organizational structures, leadership, culture, resource management, communication, and teacher involvement in the successful implementation of SBPTD programs. The generalizability of these findings is limited to government Tamil schools (National, 1AB, 1C, Type 2, and Type 3) in the Vavuniya South zone. This research underscores the necessity of active teacher involvement for the success of SBPTD initiatives. It also emphasizes the importance of fostering a supportive school culture and addressing issues related to teacher workload and motivation to ensure effective implementation. The implications of these findings suggest that school leaders and policymakers should focus on creating conducive environments that promote active participation from teachers in SBPTD programs. By doing so, they can enhance the overall effectiveness of these professional development initiatives, ultimately leading to improved educational outcomes in the region. This study provides valuable insights that can inform strategies aimed at enhancing the professional development of teachers through well-implemented SBPTD programs