Factors associated with Teachers’ Professional Development in Nepal

Abstract

Community schools and institution schools are providing education for children in Nepal. The community schools are fully government funded and institutional school are not funded run by themselves from the student fees and other monitory sources. The professional developmental activity for community school teachers is conducted by government sector and the institutional schoolteachers are deprived from such opportunity. This study aimed to examine the factors associated with teachers’ professional development. Mixed methods research design along with sequential explorative involving quantitative followed by qualitative (Quan+Qual) had been employed in this study. Ten schools including five community schools and five institutional schools from Bhaktapur district were purposively selected. Total 40 mathematics and Nepali teachers including 20 from each community schools and institutional school were taken as respondents. The respondents were sent Google form by mentioning the variable as monitory and non-monitory incentives for teacher professional development. The response obtained from the Google form were tabulated in excel sheet to form percentage of frequency table. The findings revealed that the monitory incentives such as salary (95.5%), allowance and bonus (80%), insurance (77.5%) have high impact for teacher professional development and non-monitory incentives embraces promotion and security (87.5%), training and field visit (87.5%), attending in international conference (75%), inauguration (72.5%), praise and rewards (65%) have also commentary role for TPD. The monitory incentives play vital role for strengthening the professional efficacy of teacher. Likewise, non-monitory incentives are also the paramount importance as monitory incentives and lacks behind in the absence of it in the lines of teacher’s professional growth.