A Case Study of The Implementation of Teacher Professional Development among Primary Teachers
Goh Kok Ming1*, Mahaliza Mansor1
1 Faculty of Management and Economics, Sultan Idris Education University, Tanjong Malim, Malaysia
*Corresponding Author: [email protected]
Received: 25 March 2023 | Accepted: 10 May 2023 | Published: 1 June 2023
DOI:https://doi.org/10.55057/ijares.2023.5.2.1
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Abstract: This study explores the strategies of improving the implementation of Teacher Professionalism Development. This study is a qualitative case study that involves three primary teachers in the Larut Matang and Selama district. Study participants were selected by purposive sampling. Data were obtained through interviews, observation and document analysis. The data collection process took nearly two months. The strategies identified are: (a) needs-based planning for effective TPD, (b) preferences for flexible and personalized learning, and (c) digital TPD delivery method. The findings of the study were found to have implications for the implementation of teacher professional development. This study contributes the added value to literature and practice in teacher professional development. In conclusion, a TPD Learning Model that based on the findings of this study is proposed to improve the implementation of teacher professional development, especially in Larut Matang and Selama district.
Keywords: Teacher Professional Development, Strategies, TPD Learning Model
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1. Introduction
Over the years, the idea of teacher professional development (TPD) has progressively grown.
TPD has grown in importance as a global issue over the past few decades, and it has to be tackled in order to raise educational standards. There is widespread agreement that educators may have a good impact on students' learning by giving them enough time, creating a conducive environment for learning, and offering relevant activities (Lasley et al. 2006).
According to studies, teachers with high-quality training and/or education positively influence their students' academic achievement (add and Sorenson 2017). The notion of teachers as professionals may also be connected to the concept of the "practitioner teacher," which alludes to the knowledge, values, and methods required by their line of work in order to deliver services of a specific calibre. The capacity to apply professional knowledge to practise is a necessary component of teachers' professional practise (Manasia et al., 2020). It refers more specifically to setting goals and objectives, developing efficient instructional strategies, creating tools for evaluation and assessment, utilising feedback features, and developing simulative learning environments that support autonomous learning and meet the requirements of each student.
With that, teachers play a crucial part in impacting the future of the world by transferring knowledge and skills to their students (Kennedy, 2016). Any educational system's effectiveness greatly depends on the quality of its teachers and almost every teacher in the world has professional development included in their regular responsibilities and needs. Teachers'
competence to provide high-quality teaching is highly correlated with their level of professional development (Darling-Hammond, 2017). The term "teacher professional development" refers to the ongoing training and development of teachers in order to enhance their subject-specific expertise and teaching approaches (Darling-Hammond, 2017).
Professional development consists of all-natural learning experiences and those planned and purposeful activities that are intended to be of direct or indirect benefit to the individual, group, or school, and which, through these, contribute to the enhancement of classroom instruction (Day, 1999). How well professional development programmes will improve their performance is determined by the motivation of the teachers (Deci & Ryan, 2017) and whether the programmes themselves fulfil the principles of adult learning (Knowles, 2005).
2. Problem Statement of the Study
Today, teachers are encouraged to learn and improve their capabilities in order to meet the high academic requirements and quality demands (Darling-Hammond et al., 2020). So, professional development for teachers is now seen as an important part of efforts to improve the quality of teaching and learning in schools (Postholm & Boylan, 2018; Kind, 2019). In the year 2022, a total of 73 teachers from Larut Matang and Selama district were asked to answer an online survey that asked about the professional development they experienced in their schools (PEMIMPIN GSL, 2022). Regarding whether their specific backgrounds, experience levels, or learning needs were considered in the design or implementation of the ongoing professional development they attended, teachers gave an average rating of 2.50 out of 5.0. A score of 1.0 showed that their needs were never or seldom considered, while a score of 5.0 suggested that their experiences were frequently or constantly considered (Corwin & National Education Association, 2017). A little more than half of the teachers surveyed said they had little "voice"
in professional development decisions, and nearly 20% reported having no input at all (Corwin
& National Education Association, 2017). Despite the awareness of its significance, the professional development needs of the teachers still remain to be identified in the Larut Matang dan Selama district as the current professional development opportunities for teachers are unsatisfactory (Borko, 2004; Darling-Hammond et al., 2020; Khan, 2020).
Apart from that, there are numerous challenges that affect teachers' professional development (Kwakman, 2003; Liu et al., 2014). These challenges could be attributed to ongoing professional development, for example attitudes and belief (OECD, 2009), the formats (Tuncel, 2018), lack of professional development opportunities (Garcia & Weiss, 2019), school culture (Lutfiyana & Sugito, 2019), time (Ozolu, 2010), and organisational commitment (Lutfiyana &
Sugito, 2019), that affect the professional development of teachers. For example, the formats of in-service training programmes are quite similar (Tuncel, 2018). Acknowledging these challenges, there are strategies proposed to used to improve teacher professional development (Darling-Hammond, 2017). However, they do not emphasise the government's "top-down"
support system for the professional development of teachers (Ye & Shih, 2020). The government's "top-down" system has long supported the professional development of Malaysian's teachers (Zuraidah, 2017). Yet if there is no review of such a system, unnecessary work will be generated, resulting in an overwhelming burden on teachers (OECD, 2020). Thus, a bottom-up approach is required to be implemented at school in contrast to top-down. In bottom-up system, teachers take a proactive role in identifying their own professional development needs and then create opportunities for themselves and their colleagues to engage in learning experiences that address those needs. In corresponding to this, it is a need to explore how the implementation of teacher professional development be improved to better support teacher professional development. In short, the professional development of teachers is crucial
to their ongoing growth. There are challenges exist that can impede teachers’ participation and engagement in professional development and the challenges should be addressed. Therefore, this qualitative study aims to identify strategies in addressing these challenges and propose a model for TPD.
3. Literature Review
3.1 Teacher Learning
The proactive tendency to engage individual's physical and social environment and to assimilate ambient ideals and cultural practises is innate to human nature (Niemiec & Ryan, 2009). In other words, humans are naturally curious and passionate beings with a drive to absorb the surrounding information, habits, and values. Developing a practise that differs from what teachers themselves experienced as students requires learning chances that are more effective than reading about and discussing new pedagogical concepts (Darling-Hammond, 2017). Teachers learn most effectively by learning, doing, and reflecting; collaborating with other teachers; observing students and their work attentively; and communicating what they observe. However, to ensure that learning occurs, educators frequently impose external controls, tight supervision and monitoring, and evaluations accompanied by rewards or punishments. In essence, such approaches reflect both external pressures on teachers (Ryan &
Brown, 2005) and/or teachers' beliefs that motivation is best shaped through exogenous factors of reinforcement than by encouraging students' intrinsic interests in learning. Under such restrictive conditions, however, the joy, enthusiasm, and interest that once accompanied learning are often replaced by fear, boredom, and disengagement. This creates the self-fulfilling prophecy so prevalent in many classrooms, in which students lose interest in what is being delivered and teachers must impose external control to "make" learning occur.
3.2 Learning Motivation
The propelling force that initiates and maintains a behaviour or activity is referred to as
"motivation." Teacher motivation in the context of professional development refers to the factors that either motivate or discourage teachers from participating in ongoing learning and development. The way that researchers now view motivation has changed over the past few decades. According to some of the first conceptions of motivation, it was an internal drive. In contrast, more recent theories argue that although the self and environment play a role, motivation is more complicated. Recent theories (Hickey & Zuiker, 2005; Farrell et al., 2021) stated that an individual's level of motivation comes from a dynamic interaction between the individual, the activities they do, and the environment in which they do them. For example, a person who is unmotivated to accomplish a certain activity may become more motivated if their interests change, the nature of the task is adjusted, the setting is altered, or the other individuals involved in the work change (Ryan & Deci, 2017).
A variety of internal and external factors, such as job satisfaction, personal development, recognition, and professional growth, have an impact on teachers' motivation (Ryan & Deci, 2017). Teachers that are motivated are more likely to participate in professional development programmes, which improve teaching techniques and benefit students. Demotivated teachers, on the other hand, are less likely to participate in professional development initiatives, which causes stagnation and a decline in the quality of teaching. In order to create an environment that is conducive to learning, teachers must be motivated. High learning outcomes result from motivated teachers since they are more likely to engage and inspire their students. Also, educators who are motivated are more likely to work together, share knowledge and good teaching methods, and improve the system as a whole. In terms of their professional
development, a number of factors potentially influence teachers' motivation. First, teachers are more likely to take part in professional development activities if they have a need for personal improvement. Second, teachers who are motivated to pursue professional development are more likely to be satisfied with their jobs. Third, teachers are more likely to take part in professional development activities if they are praised and given rewards for their work. Fourth, teachers are more likely to take part in professional development if they see it as a way to move up in their careers. Fifth, teachers are more likely to want to improve their skills if they work in a place that encourages and supports them to participate in ongoing teacher professional development. Motivation is the result of a dynamic interaction between people, context, and the work being done provides administrators with a number of strategies for improving the motivational climate of the school (Heystek & Emekako, 2020).
One of the most conclusive findings from studies on motivation is that people are often more motivated when they feel that they have autonomy (Ingersol et al., 2018). In other words, individuals are more motivated when they believe they have control over what they do and how they perform their task. Regrettably, occasionally school administrators miss opportunities to empower people, including professional development opportunities. Too frequently, teachers have little or no say in deciding the types of professional development programmes that might be the most valuable to them. Therefore, school administrators should promote teacher voice and decision-making. Furthermore, people are largely more motivated to engage in important activities (Eccles & Wigfield, 2020). Although there are numerous aspects that contribute to the significance of an activity, interest and value are two of the most prominent (Ryan & Deci, 2017). The significance of an activity will be enhanced if it relates to a person's interests and/or values. With that, leaders can increase the effectiveness of teachers' work by ensuring that the majority of their activities are related to teaching and learning. In other words, the greater a task's relevance to what a teacher teaches (interest) or contribution to improving teaching practise (value), the greater the likelihood that the teacher will view the work as important and be motivated to engage in it. Given the importance of relationships in accessing motivation and building a positive culture and climate, leaders should provide or support chances that advocate constructive collaboration among employees (Deci & Ryan, 2017; Durksen et al, 2017). In that regard, administrators or leaders should provide opportunities for meaningful collaboration which can positively influence morale among teachers.
3.3 Teacher Professional Development (TPD)
Teacher Professional development (TPD) is defined by Diaz-Maggioli (2004) as a continual learning process in which teachers engage deliberately to learn how to best fit their teaching to their students' learning needs. Professional development is not a one-time, one-size-fits-all event, but rather an evolving process of professional self-disclosure, reflection, and improvement that produces the best results when sustained over time in professional learning communities and when based on job-embedded tasks. Teachers' professional development, according to Johnston & Nadmad-Williams (2009), is self-directed, collaborative, inquiry- based learning. Collaboration among teachers gives the teacher new identities, making their collaboration more analogous to a melting pot than a salad or "egg-box profession" (to use Freeman's (1998) metaphor). According to Farrell and Richards (2005), professional development is "self-directed, inquiry-based, and directly relevant to the career path of teachers." Professional development serves a variety of essential functions in teaching and learning. OECD (2009) defined professional development as activities that develop an individual's skills, knowledge, expertise and other characteristics as a teacher. It is a subprocess of continuous learning that has emerged alongside terms like in-service training, personal development, career development, and human resource development (Decius et al., 2019). In
this context, professional development is defined as a continual process of self-directed, collaborative, school-based learning that directly relevant to the career path of teachers.
Assuming there is a connection between effective teaching and student achievement (Darling- Hammond, 2017; Diaz-Maggioli, 2003), professional development can enhance teacher learning, which results in more effective teaching, which in turn results in improved student learning (the ultimate goal of all educational sectors). In line with that, Murray (2020) states that teacher empowerment helps students improve performance and attitude. Professional development can be self-motivated (independent PD) or administered (institutional PD), and it can be delivered informally (via conversations with colleagues) or professionally (such as attending seminars). It could also be an individual or collaborative activity (such as reading professional resources or attending a conference or workshop). However, Borg (2015) states that there are no universally successful formats and suggests that professional development is most effective if certain conditions are met (Darling Hammond, 2017). For example, TPD should be relevant to the needs of teachers and their students, and teachers should be involved in making decisions about the content and process of TPD activities. Borg (2015) notes that many current TPD approaches reflect a "training-transmission" paradigm of teacher education which frames teachers as information consumers. Under this technique, teachers are required to learn "received knowledge" (which is generated externally) through one-time workshops and use it in the classroom. Similarly, Johnson (2009) argues that professional development is frequently perceived as "something that others do for teachers". This kind of technique violates the actual needs of teachers and teachers losing interest in updating themselves.
The degree to which current teacher professional development meets the learning needs of teachers depends on a number of factors, including the content of the professional development, the content and delivery method, the level of engagement and interaction, and the relevance and applicability to teachers' needs and interests. Educators and researchers argue that traditional models of professional development, such as one-time workshops or conferences, may not always be effective in meeting the diverse learning needs of teachers (Zuraidah, 2018;
Darling-Hammond, 2019). These models often prioritize a "one-size-fits-all" approach to training, which may not be tailored to the specific needs and interests of individual teachers. In recent years, there has been a growing emphasis on more personalized and ongoing models of professional development, which are designed to meet the diverse learning needs of teachers, such as micro-credential (Che Ahmat, Bashir, Muhammad, Ahmad, & Kasolang, 2021), job- embedded (LeGary & LaRocco, 2022), and personalized coaching model. These models often involve a more individualized approach to training, such as personalized coaching, mentoring, or online learning communities, which can be tailored to the specific needs and interests of individual teachers. However, it is important to note that not all professional development programs are equally effective in meeting the diverse learning needs of teachers. It is important to carefully evaluate the content, format, and delivery of professional development programs to ensure that they are aligned with the learning needs and goals of individual teachers. In light of the criticisms raised by Borg (2015) regarding the potential shortcomings of professional development activities for teachers, this study aims to explore what challenges faced by teachers in Larut Matang dan Selama District.
3.4 Past Studies
Researchers and policymakers across the world have been very passionate about the topic of teacher professional development for many years. The goals of previous research have been to investigate several aspects of teacher professional development, such as challenges experienced by teachers, strategies for fostering their professional development, and the impact
of professional development initiatives on teachers and their students. These studies have shed important light on the challenges of teacher professional development, emphasising the value of strong professional development initiatives for enhancing both teacher effectiveness and student academic outcomes. In this way, the development of programs and policies aiming at increasing educational standards and fostering teachers' professional development has been influenced by this body of research. In order to highlight their importance and implications for decision-makers, educators, and other stakeholders in the area of education, this article will present an overview of some of the main ideas and findings from prior research on teacher professional development.
Gyawali (2020) in his study examined the use of research and research-based activities for the professional development of teachers. It was conducted in Birendranagar Valley and a critical discourse approach of interpretivism was applied. He found that teachers researching behavior was reflected in the action research, but they had been facing challenges such as resource- based, lack of time, lack of teacher autonomy and lack of knowledge in research. The administration was found to be supportive, but had minimal sources and not clear policy to teachers. Furthermore, Janet et al. (2020) explored the difficulty of providing educators with professional development (PD) that is timely, pertinent to their work, and successful in igniting improvements in instruction to enhance student learning. It draws attention to the conflicting demands for PD that arise between the various and context-dependent professional development needs of teachers and the expectations for external accountability and school improvement. To shed light on how state accountability goals shaped these initiatives, how teachers were engaged in PD, what factors or elements increased the relevance and quality of the PD, and how leaders at various levels supported teachers' learning, two examples of large- scale PD initiatives in the US are identified. They contend that leadership is crucial in coordinating the demands of accountability with the importance of teachers' professional development and that technology, in the form of hybrid and online learning environments, can facilitate high-quality PD.
Eroglu and Kaya (2021) revealed the barriers of teacher professional development in their studies. They found that inadequate in-service training, operational issues at the schools, personal issues, and other issues were preventing teachers from advancing their careers are the barriers of teacher professional development. Additionally, participants stressed the importance of overcoming obstacles to professional development such as negative attitudes towards in-service training courses, inconvenient course times, boring course material, ineffective course instructors, lack of subject matter expertise, unsatisfactory performance evaluations, heavy workloads, financial difficulties, and a lack of professional development opportunities. Their study's findings are in line with those of other research on teachers' professional growth in the literature. With that, they also underlined that in order to overcome these challenges, professional development programmes should be created in accordance with the traits of successful professional development programmes, and stakeholders should support teachers' professional growth. In the context of Malaysia, Omar et al. (2017) reported strategies and challenges for professional development of Malaysian teachers, particularly English as a second language (ESL) teachers who register themselves to the 'Teacher's First-Degree Programme' organized by the Ministry of Education. The main challenge is the adult ESL teachers who need to follow in doing the degree part time, which can be relevant to administrative decisions concerning education policies and goals intended to prepare TESL professionals. It also provides insights into EFL program administrators who are intending to foster greater commitment and permanence of faculty members through a more holistic understanding of their teachers' needs and barriers in involving in professional development.
These studies help to identify the challenges that teachers face in their professional development, such as lack of time, resources, and support. They also highlight the importance of research-based activities and the role of administration in supporting teacher professional growth. By understanding these challenges, education policymakers and administrators can develop or implement strategies to address them and improve the effectiveness of teacher professional development based on the findings of studies. Addressing these challenges found in previous literature, there are strategies for improving the effectiveness and quality of teacher professional development. Park and So (2014) examined the experiences of three Korean secondary teachers who took part in a school-initiated collaborative teacher learning project to determine how aspects of a collaborative professional learning activity encourage and limit teacher learning and growth. This learning opportunity helped teachers in the following areas with their personal and professional growth. Teachers first developed professionally via group learning with other teachers. Second, teachers gained the ability to evaluate their own teaching.
Thirdly, the curriculum promoted an investigative approach to teaching. The difficulties experienced are also listed, including time restrictions, psychological impediments, and a lack of a dialogue culture.
Apart from Korea, Yan-Hong and Yi-Huang (2020) examined the direction and implications of professional development for teachers in Taiwan, the problems that have arisen as a result of the 12-Year Basic Education implemented in Taiwan, and it suggests methods for professional development for teachers in primary and secondary schools. The following strategies are advised for fostering teachers' professional development: (1) establishing teacher professional standards and pre-service teachers' professional literacy; (2) using international surveys as a guide; (3) enhancing the effectiveness of educational leadership; and (4) putting the Teacher Professional Development Support System into action. In the context of Malaysia, Jamil et al. (n.d.) discussed ten strategies to enhance the status of teachers through teacher professional development, that are (1) extending the career pathway for teachers; (2) improving the qualification of the teacher educators; (3) upgrading the teacher educators’ entry qualification; (4) research and development; (5) curriculum support programmes; (6) management courses for administrators and school heads; (7) inspection of educational institutions; (8) publicizing the achievement of teachers; (8) the Smart Teacher training course;
(9) 14 Weeks of Professional Development; and, (10) an one-year specialist training certificate.
In conclusion, the studies discussed in this section focuses on the challenges and challenges teachers experience in their professional growth, such as a lack of resources, time, and support.
They highlight the significance of research-based activities and the administration's role in supporting teacher professional development. The section also outlines measures for enhancing the effectiveness and quality of teacher professional development, such as collaborative learning opportunities, the formation of professional standards, and the use of worldwide surveys as a reference. Overall, the studies provide policymakers and administrators with insights and ideas for addressing these challenges and enhancing the effectiveness of teacher professional development.
4. Methodology
The design of this study is a qualitative approach that uses case study with interview techniques, observation, and document analysis as a data collection method. A qualitative approach underlies this study based on the assumption that the meaning or reality of a phenomenon is constructed by social, the actors involved in the studied phenomenon. Every meaning that obtained in qualitative research is holistic, multi-dimensional and dynamics
(Merriam, 2001). Therefore, this design of this study was chosen to help researchers get more detailed and in-depth information about about the implementation of teacher professional development in Larut, Matang, and Selama district.
The case study method was chosen as the data collection method in this study to obtain information related to implementation of teacher professional development. In this study, the researcher using a qualitative case study method, which is a case of multiple locations. In the context of this study, a case study of various locations is to explore the implementation of implementation of teacher professional development in five different primary school in Larut, Matang, and Selama district. This method was chosen in this study because the researcher thinks that case studies can help researchers give a clear picture of the actual phenomenon of the study carried out (Yin, 2009; Smith). In this regard, researchers can understand complex issues detailed even though only using a small number of samples (Noraini, 2010). Therefore, this method was used to answer the research objectives related to the implementation of teacher professional development. In accordance with the design of this case study, the researcher used three methods that were interviews, observations, and document analysis methods to obtain data (Merriam, 2001). The use of various data collection methods can provide triangulation between the techniques used throughout the study (Merriam, 2001). The following is explained in more detail about research methods used in this research.
The population of this study consists of all primary teachers who service in Larut, Matang, and Selama district, Perak. Based on the data from Perak State Educational Department, there are 124 primary schools in LMS district (JPN Perak, 2023). Considering this study aims to explore the implementation of TPD, purposive sampling technique was used (Patton, 2002). The rationale behind the selection of purposive sampling techniques is based on Patton's assumptions (1990) that purposive sampling technique involves individual consideration to select a sample based on the researcher's knowledge and specific purpose research to be carried out. In the study, the selection of this technique is very suitable for the objectives, which is to explore the implementation of TPD. In this study, the data analysis process was done by forming categories of information categories and determining codes for each category. The code refers to a unit of words or terms that have a certain meaning to represent something sentences or words related to events that can be understood. The codes which were formed and then gathered according to the appropriate category. The categories that have been formed can be combined or the relationship can be seen so that it becomes a main category known as theme.
In this study, the researcher determined the code for each element according to certain categories to form themes that could be matched with research questions. The themes formed were then compared between the findings from all participants to see the relationship that appeared between categories, themes or codes.
5. Findings
In this study, we explored the strategies for improving the professional development experiences of teachers in the Larut, Matang, and Selama district, We obtained data through interviews, observations and analysis documents. Through the analysis of the research data, the researcher has obtained two main themes which appeared to answer this research questions. In this study, only one main theme was found. Details for the themes are shown in Table 1.1.
Table 1.1: List of categories, themes and sub-themes of strategies for improving the professional development experience of teachers in the Larut, Matang, dan Selama district
Category Theme Sub-themes
Strategies for improving the professional development experience of teachers in the Larut, Matang, dan Selama district
Customized and Flexible
Digital TPD ● Needs-based planning for effective TPD
● Preferences for Flexible and Personalized Learning
● Digital TPD Delivery Method
Based on Table 5.1, there are various views presented by study participants related to strategies for improving their teacher professional experience. To get a clearer and more thorough picture and understanding about the theme and its sub-themes obtained, the researcher elaborated on each theme individually detailed based on interview findings.
5.1 Customized and Flexible Digital TPD
Teacher professional development refers to the process of improving the skills, knowledge, and competencies of teachers through various training programs and workshops. To improve the implementation of teacher professional development program, strategies are needed.
Interview findings with study participants reported that there are a few strategies identified are such as, (a) needs-based planning for effective TPD, (b) preferences for flexible and personalized learning, and (c) digital TPD delivery method.
5.1.1 Needs-Based Planning for Effective TPD
One of the strategies identified to the successful implementation of teacher professional development programs is the needs-based planning. Needs-based planning for TPD is a crucial step in developing effective and meaningful professional development programs for teachers.
By identifying and addressing the specific needs of teachers, schools, and educational systems, TPD can be designed and delivered in a way that is relevant, meaningful, and effective. The findings on this subtheme are as explained in the interview with teachers. An example of the findings of this study excerpted from an interview with Teacher B.
“... The courses are needed to be planned correctly according to teachers’ needs…. Need Analysis can be done and teachers’ needs can be categoried to do school-based teacher professional development…” [Teacher B: 51-63]
Based on this interview findings, she suggested that teacher professional development (TPD) programs should be designed and planned to meet the specific needs of individual teachers. It is based on the idea that effective TPD should be responsive to the diverse and changing needs of teachers, which can be shaped by factors such as their experience level, subject area, teaching context, and personal interests. She explained more on this strategies that teacher professional development programs that are customized to meet the specific needs and preferences of teachers are more effective and enjoyable. When teachers feel that the program is tailored to their needs, they are more likely to engage and participate actively, rather than feeling like they are wasting their time or being forced to attend. A well-planned program can also overcome challenges and obstacles that may arise during the implementation of the program.
5.1.2 Preferences for Flexible and Personalized Learning
Organising flexible and personalized learning based on teachers’ preferences is also one of the strategies found to improve teacher professional development. By providing flexible and personalized learning opportunities, teachers are more likely to be engaged and motivated in their professional development, leading to more effective learning outcomes and improved classroom practices. The findings on this subtheme are as explained in the interview with teachers. An example of the findings of this study excerpted from an interview with Teacher B. She suggested that teachers prefer learning opportunities that combine online and in-person training (blended learning) and that are interactive and self-directed. This theme highlights the importance of providing flexible and personalized learning experiences that meet the needs and preferences of individual teachers, which can enhance their engagement and motivation to learn. She explained why this strategy can help teachers in the interview excerpt as below. As such, she highlights the importance of designing effective TPD programs that incorporate strategies to enhance retention and application of knowledge, such as spaced repetition, active learning, and ongoing support and feedback.
“...on the first day, we will have a high level of energy, but the intake may drop on subsequent days… thus we need interactive activities… self-directed learning…” [Teacher A: 51-58]
5.1.3 Digital TPD Delivery Method
In this study, digital TPD delivery method is also another strategies identified through interview with teachers to improve their teacher professional development. Digital TPD delivery can be an effective method for providing high-quality professional development opportunities to teachers, particularly in situations where face-to-face training is not feasible or practical. Teacher A highlights the importance of using digital technology to make TPD more accessible and convenient for teachers, especially in the context of the COVID-19 pandemic, where online TPD has become the norm due to restrictions on face-to-face interactions. She also suggests that TPD providers should consider creating video-based courses to meet the demands of teachers who prefer this mode of delivery. She explained why this strategies can help teachers that information presented in the appropriate format, especially in video format, assist teachers in constantly learning the information they wish to transmit until they comprehend and can use it,
6. Discussions
In this study, strategies identified are, (a) needs-based planning for effective TPD, (b) preferences for flexible and personalized learning, and (c) digital TPD delivery method. Needs- based planning for effective TPD involves designing and delivering professional development opportunities for teachers based on their specific needs and goals. This approach ensures that TPD is relevant and meaningful for teachers, which can lead to increased motivation and engagement. This needs-based approach is in line with the study of Yan-Hong and Yi-Huang (2020) that they examined the direction and implications of professional development for teachers in Taiwan. This approach will ensure that the training is relevant, engaging, and effective for the teachers, aligning with SDT and adult learning principles. By incorporating these three concepts, needs-based planning for effective TPD can be designed to promote self- determination and engagement in learning among adult teachers. This can lead to more effective and impactful professional development opportunities that better support teachers in their ongoing professional growth and development (Darling-Hammond et al, 2017).
Furthermore, preferences for flexible and personalized learning refer to the desire of learners to have control over their learning experiences and to have the ability to tailor those experiences to their individual needs and preferences. This can include factors such as the pace of learning, the timing and location of learning activities, the format of content delivery, and the level of interaction and feedback from instructors and peers. There are many forms of flexible and personalized learning, including online or blended learning, competency-based education, project-based learning, and other learner-centered approaches. By allowing learners to have more agency in their learning experiences, flexible and personalized learning can enhance motivation, engagement, and the overall effectiveness of learning outcomes. In line with this, the experiences of three Korean secondary teachers who participated in a collaborative teacher learning project started by their school were studied by Park and So (2014) to identify what components of a collaborative professional learning activity promote and hinder teacher learning and growth. Thus, preferences for flexible and personalized learning align with the principles of self-determination theory and adult learning by providing learners with the autonomy, competence, and relatedness that they need to be motivated and successful in their learning.
Apart from that, digital TPD delivery method refers to the use of digital technologies and online platforms to provide teacher professional development (TPD) in this study. This delivery method allows for greater accessibility and flexibility in the delivery of TPD, as teachers can access training materials and resources at any time and from anywhere with an internet connection. Digital TPD can take the form of online courses, webinars, video tutorials, and other digital resources. The findings of this study is also in line with the study of Jamil et al.
(n.d.) that discussed ten strategies to enhance the status of teachers through teacher professional development in the context of Malaysia. Digital TPD delivery method can be an effective way to provide TPD, as it allows for greater customization and personalization of learning experiences. Teachers can choose to participate in the training that is most relevant to their needs and interests and can learn at their own pace and on their own schedule. This approach to TPD can also be more cost-effective, as it eliminates the need for travel and reduces the need for physical training materials. However, based on the participants’ interview findings, this study found that digital TPD should not be seen as a replacement for face-to-face training and support. Rather, it can be used to complement traditional training methods and provide a more comprehensive and well-rounded professional development experience for teachers.
In this study, the TPD learning model is proposed to provide practical guidance to design effective and engaging TPD that align with self-determination theory and adult learning principles. The TPD learning model proposed consists of several components that aim to improve the effectiveness and quality of teacher professional development (see Figure 4).
These components are identified through the findings of this study that include needs-based planning for effective TPD, preferences for flexible and personalized learning, digital TPD delivery method, school leadership, self-determination theory, and adult learning principles.
The components of this proposed model are explained as below.
Figure 1: The TPD Learning Model
There are three components in the centre of the model. Needs-based planning for effective TPD involves identifying the specific needs and gaps in teacher knowledge and skills through data analysis and feedback mechanisms. This allows for targeted and relevant professional development opportunities that can better meet the needs of individual teachers and ultimately improve student learning outcomes. Preferences for flexible and personalized learning recognizes that teachers have different learning styles and preferences. Providing a range of options for TPD that allow for personalization and flexibility can increase engagement and motivation among teachers, leading to better learning outcomes. Next, digital TPD delivery method recognizes the importance of leveraging technology to deliver TPD opportunities in a flexible and accessible manner. This can include webinars, online courses, and other digital resources that can be accessed at any time and from anywhere.
Furthermore, the self-determination theory recognizes the importance of autonomy, competence, and relatedness in motivating teachers (Deci & Ryan, 2017). Providing opportunities for teachers to take ownership of their learning and develop competence in areas that are relevant to their teaching practice can increase motivation and engagement. This proposed model is also supported by the adult learning principles which emphasize the importance of experiential and problem-based learning that is relevant to the needs and experiences of adult learners (Knowles, 2005). This can include opportunities for teachers to engage in collaborative learning activities, reflective practice, and real-world problem-solving.
However, to implement TPD successfully, school leadership plays a critical role in supporting and promoting effective TPD. Strong leadership can help to create a culture of continuous learning and improvement, while also providing resources and support for teachers to engage in professional development activities. In combination, these components form a TPD model that is grounded in the findings of this study. By adopting this model, schools can improve the effectiveness and quality of teacher professional development, especially schools in Larut, Matang and Selama district.
7. Suggestions for Further Study
Further studies on implementation of teacher professional development can be conducted to enhance the existing knowledge. Based on the findings, discussions, and model production, the researcher suggests more future studies that can provide comprehensive information related to
the implementation of teacher professional development. This study has explored the challenges teachers face and strategies that can be used to improve teacher professional development in Larut Matang and Selama district, using only a qualitative approach with a limited sample size and location. Therefore, the researcher recommends that future studies employ a quantitative approach with a larger sample size and population to explore the implementation of teacher professional development and the TPD Learning model that proposed in this study. In that regard, the study is expected to produce different findings because the implementation process and the goals to be achieved are different.
8. Conclusion
In conclusion, this study provides an overview of the study's findings and conclusions from a theoretical perspective, highlighting the research model used in this study. Additionally, the discussion focuses on the implications of the research findings for the production of theories from patterns and proposes the use of the model resulting from the research findings to improve the implementation of teacher professional development. Towards the end of this chapter, the researcher also suggests further research suggestions to strengthen the efforts to improve the implementation of teacher professional development and to build upon the existing studies. In conclusion, this study has answered two research questions regarding the challenges and strategies of implementation of teacher professional development. The study's results have led to the proposal of TPD learning model to act as a guidance for further exploration.
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