Exploring Teachers’ Perceptions of Professional Development: A Report of a Research Study undertaken in Thimphu District schools.

*, Sherab jatsho**, Sonam Tshering***
Periodicity:November - January'2021

Abstract

Teacher Professional development is one of the key aspects of teachers’ development. The study aims to explore teacher perceptions about the professional development in relation to Teacher Human Resource Policy (2014) in four schools of Thimphu district. Using the purposive sampling technique, a total of 23 participants comprising of 12 male and 11 female teachers were interviewed using semi-structured questions. Within the qualitative research framework, the data obtained was analyzed using thematic and descriptive analysis. The study generated rich in-depth information from the respondents on the current PD programs, challenges and expectations. Findings from the study suggest that School Based In-service program is widely used as a form of teacher professional development in Thimphu district schools. The study concludes that the 80-hour professional development requirement is not achievable in Thimphu schools. Furthermore, the school based professional development program were not an effective way to impart continuous learning platform for Bhutanese teachers. The effects of the interviews are that the number, accessibility and quality of the in- service trainings should be enhanced.

Keywords

school based In-service program, teacher professional development, Teacher human resource policy and teacher attitudes.

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