The purpose of this article is to investigate the provisions for secondary school teachers' self-directed professional development in Pakistan. Professional growth is vital for all professions, but it is especially crucial in the teaching profession because it directly influences generational change. Continuous professional development is necessary to update teachers’ knowledge and skills, and to enable them to meet new challenges of the changing demands of learners. Self-directed professional development is the way to help instructors improve their expertise and skills in teaching. Adult learning ideas, such as learning according to one's needs and interests, were adopted to self-directed professional development. In situations where resources are scarce, budget allocation for education is lesser than requirement, and number of students are more than ideal self-directed professional development is very much important. While exploring the provision of self-directed professional development in secondary school teachers where it is seen as positive and motivational for other teachers, there are some challenges faced by self-directed teachers. The challenge for secondary school teachers is to perceive their development as a success in professional learning and teaching process that may enhance the quality of their teaching. These challenges must be reported to school administration as well as policymakers to minimize these challenges and set a proper mechanism to consider self-directed professional development as positive and value demanding for a teacher. Keywords: Self-directed professional development, secondary school teachers.
The purpose of this article is to investigate the provisions for secondary school teachers' self-directed professional development in Pakistan. Professional growth is vital for all professions, but it is especially crucial in the teaching profession because it directly influences generational change. Continuous professional development is necessary to update teachers’ knowledge and skills, and to enable them to meet new challenges of the changing demands of learners. Self-directed professional development is the way to help instructors improve their expertise and skills in teaching. Adult learning ideas, such as learning according to one's needs and interests, were adopted to self-directed professional development. In situations where resources are scarce, budget allocation for education is lesser than requirement, and number of students are more than ideal self-directed professional development is very much important. While exploring the provision of self-directed professional development in secondary school teachers where it is seen as positive and motivational for other teachers, there are some challenges faced by self-directed teachers. The challenge for secondary school teachers is to perceive their development as a success in professional learning and teaching process that may enhance the quality of their teaching. These challenges must be reported to school administration as well as policymakers to minimize these challenges and set a proper mechanism to consider self-directed professional development as positive and value demanding for a teacher.
The present study determines the impact of differentiated instructional strategy on motivation and performance of diverse learners at the secondary level in terms of socioeconomic backgrounds, abilities & learning styles. The study was experimental, and the design of the study was Pre-test, Post-test control group. For this purpose, 70 students of class IX were selected randomly out of 175 students at Government Girls High School who were selected from District Rawalpindi. Two heterogeneous groups having an equal number of students were made. The students in the control group were taught by a conventional approach whereas differential technique was applied in the experimental group. For data collection, two instruments "Learning Style Inventory" by Brett Bixler (1998) and Academic Motivation Scale (AMS) by Valleranad (1992) were adopted by the researcher. Learning Style Inventory was used to know the learning style of the students and AMS was administered to measure the motivational level of the diverse learners. The Alpha reliability coefficient was .82 for learning style Inventory and .88 for AMS. Data were analyzed on SPSS by applying means, standard deviation, t-test, and multiple linear regressions. The study showed that there were statistically non- significant differences between the pre-test and post-test on motivation of the control group. However, there were statistically significant differences between the pre-test and post-test on motivation and academic achievement of the experimental group. It was recommended that the use of differentiated instruction by the teacher be adopted for increasing motivation and improving academic scores of diverse learners at the secondary level.
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