School teachers
are considered one of the main drivers of China's socioeconomic modernization
and development process, and this locates the school teachers' professional
development at the center of interest. The current study analyzed the secondary
school teachers' perspectives on their professional development using the
Teaching and Learning international survey (TALIS)-2018 questionnaire data,
which is provided by Organization for Economic Cooperation and Development.
According to a national sampling program, the participants were chosen using
standardized random sampling methods, including probability equivalent to size
throughout specific strata. The findings were clustered under the main themes
of Teachers' needs for professional development; Impacts of participated
activities on teachers' professional development; and Barriers to teachers'
participation in professional development activities. Data analysis suggested
that the highest professional development needs were related to approaches to
individualized learning and gaining pedagogical competencies related to
teachers' subject fields, while the lowest demand was related to communicating
with people from different cultures or countries. Besides, knowledge and
understanding of the subject fields, pedagogical competencies in teaching
subject fields, and knowledge of curriculum had the highest impacts on
teachers' professional development aspirations. Finally, conflict with the work
schedule was the most commonly reported barrier to teachers' participation in
professional development activities.
Citation:
Mustafa, M.Y., Qazi, A.G., & Asgarova, V. (2023). Looking at teacher professional development needs from the socioeconomic aspect: Teachers' perspectives for needs, impacts, and barriers. ASERC Journal of Socio-Economic Studies, 6(1), 41-54.