Exploring Teachers' Perceptions of Professional Development: A Research Study Undertaken in Thimphu District Schools

Sonam Dhendup *, Sherab Jatsho**, Sonam Tshering***
*-*** Ministry of Education, Thimphu, Bhutan.
Periodicity:November - January'2021
DOI : https://doi.org/10.26634/jpsy.14.3.17523

Abstract

Teacher Professional development is considered as an important vehicle to improve teacher competencies, particularly given the changing dynamics and development in education. There are many previous studies that have explored the relevance and the importance of teacher professional development in various educational contexts, however research in Bhutan, in this field is extremely rare. The purpose of this study was to explore teacher perceptions about the professional development in relation to Teacher Human Resource Policy (2014) in four schools of Thimphu district. Using the objective sampling technique, a total of 23 participants comprising of 12 male and 11 female teachers were recruited for the study. 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 (SBIP) is widely used as a form of teacher professional development in Thimphu district schools. Based on the results of the study, the number, accessibility and quality of the in-service trainings should be enhanced. The study also concludes that the school based professional development program seemed ineffective to impart continuous learning platform for Bhutanese teachers.

Keywords

School Based In-Service Program, Teacher Professional Development, Teacher Human Resource Policy and Teacher Attitudes.

How to Cite this Article?

Dhendup, S., Jatsho, S, and Tshering, S. (2021). Exploring Teachers' Perceptions of Professional Development: A Research Study Undertaken in Thimphu District Schools. i-manager's Journal on Educational Psychology, 14(3), 29-40. https://doi.org/10.26634/jpsy.14.3.17523

References

[1]. Ashbrook, P. (2010). Searching for professional development. Science and Children, 47(9), 44-46.
[2]. Barber, M., & Mourshed, M. (2007). How the World's Best-performing School Systems come out on Top. Mckinsey & Company.
[3]. Bills, P., Kulkarni, M., & Hart, R. (2017). Professional development in real time. Science and Children, 55(1), 30- 35.
[4]. Bryman, A. (2006). Integrating quantitative and qualitative research: How is it done? Qualitative Research, 6(1), 97-113. https://doi.org/10.1177/1468794106058877
[5]. Bryman, A., & Bell, E. (2011). Business Research Methods. Oxford University Press.
[6]. Caena, F. (2011). Education and training 2020: thematic working group professional development of teachers. Education and Training Publications.
[7]. Chhetri, D., Dorji, K., Stern, O. & Thinley, P. (1995). School Based In-service Program: A Model for Teacher Development and School Improvement, Thimphu. Division of Education
[8]. Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among Five Approaches (3rd ed.). Sage.
[9]. Eley, P. M., Charles, K. J., & Leeks, L. L. (2013). A new vision for professional development. Mathematics Teaching in the Middle School, 18(9), 560-565.
[10]. European Union. (2010). Europe in international comparison: An analysis of teachers' professional development based on the OECD's Teaching and Learning International Survey (TALIS). Office for Official Publications of the European Union. Luxembourg. https:// doi.org/10.2766/63494
[11]. Fisher, D., Frey, N., & Nelson, J. (2012). Literacy achievement through sustained professional development. The Reading Teacher, 65(8), 551-563.
[12]. Forte, A. M. & Flores, M. A. (2014). Teacher collaboration and professional development in the workplace: A study of Portuguese teachers. European Journal of Teacher Education, 37(1), 91-105.
[13]. Gaikhorst, L., Beishuizen, J. J., Zijlstra, B. J., & Volman, M. L. (2015). Contribution of a professional development programme to the quality and retention of teachers in an urban environment. European Journal of Teacher Education, 38(1), 41-57. https://doi.org/10.1080/026197 68.2014.902439
[14]. Hickey, M., & Schmidt, C. (2019). The effect of professional development on music teachers' improvisation and composition activities. Bulletin of the Council for Research in Music Education, (222), 27-43.
[15]. Jones, M. M. (2008). Collaborative partnerships: a model for science teacher education and professional development. Australian Journal of Teacher Education, 33(3). https://doi.org/10.14221/ajte.2008v33n3.5
[16]. Kennedy, M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945-980.
[17]. Laird, D. J., Maxwell, T. W., Tenzin, W., & Jamtsho, S. (1999). INSET within Bhutan 1996-1998 and the INSET framework within Bhutan, 2000-2004/6. Thimphu. INSET Project Report
[18]. Ministry of Education. (2014). Teacher Human Resource Policy. Thimphu, Bhutan. https://planipolis.iiep.u nesco.org/sites/planipolis/files/ressources/bhutan_teacher _human_resource_policy_2014.pdf
[19]. Mizell, H. (2010). Why Professional Development Matters: Learning Forward. https://www.semanticscholar. org/paper/Why-Professional-Development-Matters.- Mizell/f78a8b59adb8c72787b52970c1b76452829f8ccd
[20]. Odden, A., Archibald, S., Fermanich, M., & Gallagher, H. (2002). A cost framework for professional development. Journal of Education Finance, 28(1), 51-74.
[21]. OECD. (2013). Creating effective teaching and learning environments: First results from TALIS. OECD Publications. Retrieved from http://www.oecd.org/educati on/school/43023606.pdf
[22]. Petrie, K., & McGee, C. (2012). Teacher professional development: Who is the learner? Australian Journal of Teacher Education, 37(2).
[23]. Punch, K. F. (2014). Introduction to social research: Quantitative and Qualitative Approaches (3rd ed.). Sage.
[24]. Shannon, G. S., & Blysma, P. (2007). The nine characteristics of high-performing schools: A researchbased resource for schools and districts to assist with improving student learning (2nd Ed.). Olympia.
[25]. Sherig Bhutan. (2019, July 10). Facebook. Retrieved from https://www.facebook.com.
[26]. Stiefel, L., Schwartz, A. E., Rubenstein, R., & Zabel, J. (2005). Measuring school performance and efficiency: Implications for Practice and Research. Routledge.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.