A Hope for the Professional Needs of Secondary School Teachers Through Self-Directed Professional Development

Abstract

Introduction: In today's dynamic world, self-directed professional development is essential for career success and staying relevant. This essay explores the benefits of self-directed professional development, emphasizing its importance in shaping a successful career. Research findings consistently support the positive impact of professional development on educators, with well-designed programs enhancing teaching practices and student outcomes. The COVID-19 pandemic has highlighted the need for adaptable, self-directed learning approaches. Self-directed professional development empowers teachers to take control of their growth, aligning with adult learning theories and constructivist views. It addresses the limitations of traditional top-down approaches, allowing educators to tailor their development, even leveraging digital resources. Self-directed professional development is crucial for teachers to continually improve their knowledge and skills, positively influencing students and education quality.

 Objectives:

1. 1. Raising awareness of the independent professional development model among secondary school teachers. 


2. Examining teachers' participation in independent professional development projects. 


3. Determine the effectiveness of the self-directed professional development model on teacher professional competence.

Methods: This quantitative study examined a self-directed professional development model for secondary school teachers in Andalusia, Spain. A sample of 194 teachers was randomly selected from 521 schools. Researchers used a Likert scale questionnaire with strong reliability (α = 0.849) and content validity verified by experts. The study assessed participants' comprehension, engagement, and effectiveness in the self-directed professional development model. Data analysis involved descriptive and inferential statistics. This research aimed to provide insights into the implementation of self-directed professional development among secondary school educators in the region.

Results: The study assessed the awareness, engagement, and effectiveness of a self-directed professional development model among secondary school teachers. The data indicated a normal distribution in the collected data. The demographic profile of the participants showed that most had 6-10 years of teaching experience, with 45.24% holding a Master's degree and a professional qualification, and 51.25% being male.

Table 2 revealed that participants were not aware of the nature of self-directed professional development or ICT support. However, they were aware of using social media, free learning resources, and online webinars in their teaching areas.

Table 3 demonstrated that teachers actively participated in social media professional groups and integrated new concepts into teaching but were less engaged in linguistics/literature webinars and collaborations with experts. However, they prioritized professional goals and were part of collegial learning networks.

Table 4 showed that participants found self-directed professional development effective in satisfying their professional needs, convenient in terms of time/resources, and motivating. It was seen as addressing professional issues, supporting learning, and enhancing engagement.

In summary, the study revealed that secondary school teachers had varying levels of awareness and engagement in self-directed professional development, but they generally perceived it as effective and beneficial for their professional growth. These findings contrasted with some prior research, highlighting the evolving nature of teacher professional development in the digital age.

Conclusions: This study highlighted the significance of teacher professional development in shaping their careers. It was found that such development positively impacted teaching methods and, consequently, student achievement. Traditional vertical models of professional development were known but often fell short of meeting teachers' needs, leading to dissatisfaction. Participants showed limited awareness of self-directed professional development (SPD) but were somewhat acquainted with certain aspects of it. They lacked knowledge about free online resources vital for career development. High school teachers engaged in formal and informal learning via social networks but faced issues with webinars and language training. Overall, SPD proved effective, catering to specific needs and offering convenience.