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rofessional development programmes which do not take into account namely: what motivates teachers to engage in professional development and the process in which change in teachers typically occurswhy italics? (Guskey, 1986any quote?).

The motivation of teachers to take up professional development comes from their belief that it will expand their knowledge, contribute their growth and enhance their effectiveness with students (Guskey, 2002). This belief and attitude of teachers is in turn influenced by the student learning outcome through innovation in classroom practices by teachers who receive professional development. It is explained in the ‘model of teacher change’ developed by Guskey (2002). The three major goals of a professional development programme are changing classroom practices of teachers, changing their attitudes and beliefs and changing the learning outcomes of students. According to this model significant change in teachers’ attitudes and beliefs acquire primarily after they gain evidence of improvements in student learning (Guskey, 2002). In support of this view, Bolster (1983, p. 298) states that ‘new ideas and principles about teaching are believed to be true by teachers when they give rise to actions that work.’ So it is clear that providing professional development activities alone will not help, but successful implementation will change the attitudes and beliefs of teachers and such change will lead to specific changes in their classroom behaviours and practices which will result in the improvement of student outcome. The studies by Crandall (1983) and Huberman (1981) also show that teachers’ attitudes and beliefs change only after some change in student learning has been evidenced.

The second factor, as per Guskey (2002), to be considered in professional development for teachers to bring change, is the process of implementing professional development by which changes in teachers can occur. Towards this goal, I believe it is important for teachers to be actively engaged in using new ideas in their classrooms for them to become committed and to see changes (Crandall (1983) in their students’ outcome. In this regard, teachers should be involved in planning sessions and conduct needs surveys to ensure that new practices and strategies are well-aligned with what teachers want (Joyce et al, 1976).

In addition, regular feedback on student learning progress also helps new practices to be sustained and changes to be endured. This is because practices that are new and unfamiliar will be accepted and retained when they are perceived as increasing one’s competence and effectiveness (Guskey, 2002). So the model suggests that change occurs in teachers mainly after implementation takes place and there is evidence of improved student learning, continued follow-up, support and pressure following the initial training that is even more crucial.

The role of school management in teacher change through their support, pressure and follow-up are also important. The support and influence of school management is crucial for promoting teacher development and change. If school managers are empowered, they will be able to play their social and technical roles more effectively (Blasé and Blasé, 1999). The ability of school management depends upon the human and physical resources available, managerial knowledge, skill of the head teacher and the school culture. A school management