Factors for Public Primary School Teachers to Engage in Professional Development

Abstract

This study focused on and critically analyses of factors for public primary school teachers to engage in professional development. A total of 68 respondents were purposive sampled and reached. Data on factors for primary school teachers engaging in professional development were gathered using interview and focus group discussion. Qualitative method employed during data collection, analysis and interpretation. Respondents perceived that, there is intrinsic factor and extrinsic factors which motivate them to engage in professional development. Within such disposition there is individual interest and improving skills and knowledge as intrinsic factors. Also there is salary increment, Promotion, career change, head teachers harassment, change of curriculum and availability of institutions as an extrinsic factors. The study indicated that primary school teachers need to learn more complex and varied repertoire of teaching in addition to what was necessary in their past. This study is crucial for widening up primary school teachers on the factors motivated them to engage in professional development. Finally, the study recommends that similar studies should be conducted in more public primary schools in the same municipality or in other municipalities in the same region or in more regions with more districts to come up with more generalizable findings by covering a large study area would make generalization on the challenges public primary school teachers face when engaged in professional development feasible.