The attitudes of central administrators and math teachers regarding staff development in Arecibo region Puerto Rico

The purpose of this study was to examine and assess the attitudes of central administrators and middle school math teachers regarding staff development in mathematics particularly concerning the components of staff development, efficacy of staff development and curriculum content in grades seven to nine. A 21 item questionnaire was administered to 30 central administrators and 60 math teachers of twelve middle schools of the Arecibo region in Puerto Rico. The questionnaire evaluated the importance and frequency of each item concerning the professional development of the math staff.; The major finding of the study revealed that both groups differ in their attitudes regarding the importance and the degree to which the component of staff development occurred. Central administrators indicated that the component of staff development usually occurs, while math teachers stated it occurs sometimes. In the scale of efficacy, central administrators indicated that efficacy of staff development in math usually occurs; while math teachers expressed that it occurs sometimes. In terms of their attitudes concerning the degree to which staff development dealt with math curriculum content, central administrators reported that staff development usually occurred, while math teachers believed this was true only sometimes. Based on these findings, professional staff development programs in Puerto Rico should be modified, improved, and revised to meet the needs of the teaching personnel. School district needs to strengthen teaching practices through innovative, effective, and continued professional staff development programs for all math teachers. Such an initiative should revitalize the professional development programs in the school districts of Puerto Rico.