R. Bilbokaitė1, I. Šedeckytė-Lagunavičienė2, J. Tumlovskaja2, I. Bilbokaitė-Skiauterienė1

1Siauliai University (LITHUANIA)
2National Agency For School Evaluation (LITHUANIA)
Continuous professional development is considered as a duty of teachers. Training of teachers is perceived as a consistent system, comprising of studies that provide the basis of teachers’ qualification acquirement as well as the growth of a teacher, which begins with pedagogical internship and is continued through the entire period of active pedagogical activity, during which professional competences are enhanced. Continuous professional improvement of teachers in Lithuanian general education schools consists of such aspects: teachers’ professional education, growth, teachers’ in-service training at accredited institutions, teachers’ learning in workplace while providing collegial feedback. The main purpose of continuous professional development is to seek professional mastership, which would positively impact the achievements and progress of students. There were 75 accredited teachers’ in-service training institutions at 2019 operating in Lithuania. A large portion of teachers’ qualification improvement facilities are municipality education centres, educational helpdesks. These institutions are operating in 47 municipalities of Lithuania. Educators’ training centres, other departments of higher education schools, public and private organisations are actively working as well.

The problem of research:
Encloses that scientific researches state that continous professional development of teachers is important indicator that should foster students learning results. Also, expansion of competences should ensure progress of the whole education system and a specific education facility. But the expertise of National external evaluations and the results of audits enclose the problem – teachers are developing their competences but there are no evidences about the progress of educational achievements of students.

The research goal of this research:
It is to find out the main core factors of teachers’ professional development, based on national external evaluation of schools, that could make effect on students achievements and the progress of education.

There was used quantitative statistical data analysis (descriptive statistics) of National schools’ evaluation reports (more than 200 schools were evaluated since 2015 - 2020 years by National Education Evaluation Agency) about teachers professional development, also, there were used regression model and correlations aiming to enclose the links between teachers’ mastership and students’ achievements.

Teacher’s mastership is assessed at an average level and it is one of the most important factors influencing students’ achievements and quality of (self) education in Lithuanian schools of general education. Changes in organisation of (self) education, virtual learning environment and students’ self-assessment have been mostly encouraged by teachers’ professional development. Targeted and successful professional development, aimed at the improvement of students’ achievements, is directly linked with the culture of organisation, and management aspects, such as planning of activities, and stimulation of leadership. Regarding the continuous professional development and growth of the teacher, it is very important that the national, regional, and school levels bring the forces together by committing themselves.