Perception of Teachers and Principals on Professional Development Needs, Types, Impacts, and Challenges: A Case Study under Trashigang Dzongkhag

Abstract

This research was to study the perception of teachers and Principals on professional development needs, types, impacts, and challenges faced by surveying their views of them under Trashigang Dzongkhag. The objectives were to study the perception of teachers and principals on the most needed PD programs, that have produced the highest impact on teachers' knowledge of teaching, and challenges faced in professional development programs. The researcher used structured interviews and PD document analysis to apply qualitative research techniques. The study used a case study design and random sampling. Crest well's six steps of thematic analysis of the data were followed by applying color coding of the interviews and documents. Questionnaires were distributed to teachers and principals through the mail. Findings indicated that the most needed professional development programs for teachers were ICT, 21st-century teaching pedagogies, subject content, action research, effective communication, curriculum instruction, and place-based education. It indicates that attending professional development has impacted teaching skills, professional growth, subject delivery, and producing competent learners. It revealed that they had faced the most challenges in attending professional development programs due to time constraints, limited resources, lack of opportunities, qualified facilitators, and nomination of the right participants for the program. Limited financial resources and workload hamper teachers from participating in the professional development program.  It is recommended that the Ministry of Education, Dzongkhag Education office, and schools ensure that PD programs must be strictly scheduled on suitable days to focus more on Content and pedagogical development of PD for teachers.