Abstract
This study examines teachers' professional development (PD) decisions through the lens of governmental neoliberalism. Situated in the neoliberal paradigm of advancing free market ideals and principles, the study examines the paradox of teachers' constrained decisions in PD activities within the sociocultural context of Singapore. The findings help to illuminate some of the issues teachers face in PD decision-making. Recommendations are also discussed to enhance teachers’ autonomy for a governmentality to broaden education horizons.
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