Effect of Self Directed Professional Development on Instructional Practices of Secondary School Teachers

Abstract

The core purpose of present study was to evaluate the effect of self-directed professional development of teachers on their instructional practices. Objectives of the current study were; to explore the components of self -directed teacher professional development, to identify the instructional practices of the secondary school teachers, and to find out the effect of self-directed professional development on instructional practices. The study was descriptive in nature. Stratified random sampling technique was used to select 400 participants. Five point likert scale questionnaire was used to collect the data. Descriptive Statistics were used to explore the components of self-directed professional development and instructional practices, whereas Regression analysis was used to find out the effect of self-directed teacher professional development on instructional practices of teachers. It was found that self-directed professional development has strong effect on instructional practices. It was recommended that teachers may adopt modern self-directed professional development practices to enhance the instructional standards.