115
Análisis y Modicación de Conducta
2023, Vol. 49, Nº 181, 115-127
ISSN: 0211-7339
Awareness of the Professional Needs of Secondary
School Teachers Through Self-directed Professional
Development
Conocimiento sobre las necesidades profesionales de
los profesores de secundaria mediante el desarrollo
profesional autodirigido
Darío Salguero García
Milagros Padilla Orta
Monserrat Hernández
Joaquín Tarifa Pérez
Universidad de Almería
Resumen
La importancia del desarrollo profesional del profe-
sorado ha sido ampliamente estudiada, y los investiga-
dores coinciden en que las oportunidades de desarro-
llo profesional pueden mejorar tanto la formación del
profesorado como los resultados del aprendizaje de los
alumnos. Este estudio se llevó a cabo para evaluar la
ecacia de un nuevo enfoque de desarrollo profesio-
nal, conocido como desarrollo profesional autodirigi-
do. Se centró en el conocimiento, la participación y la
ecacia de los métodos de desarrollo profesional vo-
luntario en los centros de secundaria, con un énfasis es-
pecíco en los profesores de secundaria de Almería. El
estudio utilizó el método de muestreo sistemático para
seleccionar a 194 encuestados del grupo de muestra.
A estos encuestados se les pasó un cuestionario con
escala de Likert, y los datos recogidos se analizaron
utilizando métodos estadísticos como el porcentaje, la
media, la desviación típica y la prueba de chi-cuadrado.
Los resultados mostraron que, aunque los profesores
de secundaria tenían conocimientos limitados sobre
el desarrollo profesional autodirigido y los recursos en
línea, seguían participando informalmente en el desa-
rrollo profesional autodirigido.
PalabRas clave
Desarrollo profesional; Competencia docente, Con-
ciencia, Compromiso, Ecacia, Aprendizaje autodirigido.
abstRact
The importance of teacher professional develop-
ment has been extensively studied, with researchers
agreeing that opportunities for professional develo-
pment can improve both teacher education and stu-
dent learning outcomes. This study was conducted to
evaluate the eectiveness of a new approach to pro-
fessional development, known as self-directed pro-
fessional development. It focused on the knowledge,
participation, and eectiveness of voluntary profes-
sional development methods in secondary schools,
with a specic emphasis on Almería’s secondary
school teachers. The study utilized the systematic
sampling method to select 194 respondents from the
sample group. These respondents were given a Likert
scale questionnaire, and the data collected were
analyzed using statistical methods such as percen-
tage, mean, standard deviation, and chi-square test.
The results showed that even though the secondary
school teachers had limited knowledge about self-
directed professional development and online resou-
rces, they still informally participated in self-directed
professional development.
KeywoRds
Professional Development; Teacher Competence,
Awareness, Engagement, Eectiveness, Self-directed
Learning
Correspondencia: Darío Salguero García. Universidad de Almería. Carr. Sacramento, s/n, 04120 La Cañada, Almería.
E-mail: dariosalguero@ual.es.
Recibido: 12/06/2023; aceptado: 30/09/2023
116 AWARENESS OF THE PROFESIONAL NEEDS OF SECONDARY SCHOOL TEACHERS ...
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Study Background
In today’s fast-paced world, self-directed
professional development has become a cru-
cial factor in achieving success and staying
relevant in an ever-evolving job market. As
individuals take greater responsibility for their
own learning and career growth, the eective-
ness of self-directed professional development
has become the subject of numerous research
studies. In this essay, we will present the con-
clusions of various research ndings that de-
monstrate the benets of self-directed profes-
sional development and argue that it is a key
component in fostering a well-rounded and
successful career. We will support this claim by
discussing evidence from dierent sources, ex-
ploring eective strategies for implementing
self-direction, and examining its long-term
impact on professionals. In the following para-
graphs, we will rst outline the importance of
self-directed learning, then delve into eective
methods for achieving professional growth,
and nally explore potential challenges and
solutions associated with this approach.
Teacher professional development is a cen-
tral topic of educational research. According to
Tatto, Rodriguez, and Reckase (2000), “Eective
professional development is a continuous pro-
cess that eectively supports the development
of teachers in improving student achievement
and promoting their own professional growth.”
It’s a process.” Research consistently nds that
teacher professional development has a posi-
tive impact on classroom practice and student
outcomes. For example, Darling-Hammond
(2009) found that well-designed professional
development programs lead to improved tea-
ching practices by teachers, which in turn im-
proves student outcomes. Similarly, Desimone
(2009) found that content-driven, practice-ba-
sed, long-term sustained professional develo-
pment programs were more eective in impro-
ving teachers’ teaching practices and student
outcomes. bottom. However, the eectiveness
of professional development for teachers de-
pends on many factors, including the nature
of the professional development activities,
the level of involvement of the participants in
these activities, and the level of awareness of
the participants towards professional develop-
ment. Important to note. Standing possibilities
available to them.
The COVID-19 pandemic has signicantly
impacted the quality of education, teaching
and learning (Godber and Atkins, 2021). By
comparing local, regional and national educa-
tion systems with international standards, gov-
ernments around the world are committed to
working towards the sustainable development
of education and other aspects of people’s lives.
By meeting national and international stan-
dards, meeting local and stakeholder needs,
teachers have more responsibilities and need
more opportunities for work-based learning
than ever before, future generations recognise
their multifaceted role in tomorrow’s societies
(Shaheen, Ahmad and Shah, 2018).
Self-Directed Professional Development
(SDPD) is a concept that originated in the Unit-
ed States in the 1980s. SDPD is a process that
allows professionals to manage their own learn-
ing and development. It is based on the idea
that professionals should best judge their own
needs and take responsibility for their own pro-
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fessional development. SDPD is a way for pro-
fessionals to manage their own learning and
development (Slavit and Roth McDue, 2013).
It is based on the idea that professionals should
best judge their own needs and take responsi-
bility for their own professional development.
SDPD is a way for professionals to manage their
own learning and development. It is based on
the idea that professionals should best assess
their own needs and take responsibility for their
own professional development.
Self-directed learning (SDL) is an approach
to professional development (PD) in which
teachers independently decide when and for
how long which learning activities are engaged
in (Brookeld, 1995). PD programs vary in the
extent to which they incorporate principles of
self-directed learning, but SDL can be viewed
as a form of lifelong learning (Brookeld,
1995). Teachers at SDL take responsibility for
their own learning and choose activities that
help them achieve their PD goals (Hargreaves,
2010). These goals may be aimed at doing a
particular job more eectively, preparing for
a potential career change, or simply satisfying
one’s intellectual curiosity (Schunk, 1995).
Self-directed learning has proven to be a
successful strategy for adult learners (Knowles,
1975; Mezirow, 1997; Brookeld, 1995). The
success of independent learning may be due
to its consistency with adult learning theo-
ries (Knowles, 1975). Independent learning
is also consistent with the constructivist view
of learning (Brookeld, 1995). From this per-
spective, learners interact with their environ-
ment and construct their own understanding
of the world by reecting those interactions
(Brookeld, 1995).
This study explored the need for self-direct-
ed professional development among university
faculty. Higher education teachers face unique
challenges and need professional profession-
al development opportunities to meet these
challenges (Beach, 2017). However, opportuni-
ties for voluntary professional development of
university faculty members are lacking. In this
study, a mixed-methods approach was used to
explore the need for self-directed professional
development in university faculty (Fraser, How-
ard and Woodcock, 2015). The survey found
that secondary school teachers need self-direct-
ed professional development. The survey also
found that teachers are interested in a variety of
topics, including classroom management, dif-
ferentiation, and student engagement.
Teachers play an important role in the over-
all development of their students. They act as
torchbearers and help students become good
people. Students spend most of their time
at school and teachers act as their mentors.
Teachers also learn a lot from their students in
this mentoring process. However, this learning
process ends when the student leaves school.
Most teacher development programs focus on
students and their problems (Lopes and Cunha,
2017). This hinders the personal and profes-
sional development of teachers. This lack of
attention to teacher training leads to teachers
becoming indierent to their profession. This
further impacts teachers’ performance in the
classroom and students suer as well. Volun-
tary further training is very important for the
overall development of teachers, (Bhatt, 2021).
118 AWARENESS OF THE PROFESIONAL NEEDS OF SECONDARY SCHOOL TEACHERS ...
Análisis y Modicación de Conducta, 2023, vol. 49, nº 181
Self-directed professional development is a
process in which teachers:
· take responsibility for their own learning
and development
· make their own decisions and take respon-
sibility for their own learning.
· identify their own learning needs and nd
ways to meet them.
· manage their own learning and develop-
ment
· become experts in their eld
· nd new ways to improve their teaching
· motivate themselves for personal and pro-
fessional growth
· learn throughout their lives (Towle and
Cottrel, 1996).
Teachers have a crucial role in shaping soci-
ety as they are the agents of change who im-
part the concept of national identity and vision
to their students. Their expertise in teaching
and subject matter enables them to perform
their duties eectively. Moreover, it is imper-
ative for them to keep themselves abreast of
the latest advancements in their eld through
various training sessions and seminars. Profes-
sional development of teachers refers to the
activities that enhance their knowledge, skills,
experience, and teaching practices, which is
directly linked to student learning. Therefore,
it is essential for teachers to continually update
their understanding of teaching, learning, as-
sessment, curriculum, student psychology,
and educational standards, especially during
the early childhood education phase (Zhen,
Gaumer, Kingston and Nooman, 2014). How-
ever, the corporate nature of the modern world
does not allow professionals to remain eec-
tive in their elds until the necessary chang-
es are adopted and accepted, and on-the-job
training and professional development is lack-
ing. It takes opportunities (Bayar, 2014).
Various modules are implemented by state,
local, and independent school systems to en-
hance the pedagogical knowledge, skills, and
attitudes of teachers in order to attain the goal
of professional development. According to
Kuijpers, Houtveen, and Wubbels (2010), all of
these modules are considered eective models
for teacher professional development, but it is
challenging to gauge their impact on student
achievement and teacher development. Each
professional development model addresses a
specic aspect of a teacher’s professional life,
and some may excel in areas such as instruc-
tional methods while falling short in teacher
evaluation, classroom management, instruc-
tion, and critical skills development, and vice
versa. (Heller, Daehler, Wong, Shinohara, and
Miratrix, 2012).
It is therefore important to provide teach-
ers with as many professional development
opportunities as possible so that they can
regularly develop dierent aspects of their
professional lives. However, this requires large
amounts of money, time and energy, and gov-
ernments should establish such long-term
training programmes in order to save nancial,
human and material savings (Oppermann et
al., Liebig, Bowling, Johnson and Harper, 2026).
The results are not very convincing (Desim-
one and Pak., 2017). The reasons for starting
or stopping these career development pro-
grammes vary, but the most common factors
are low motivation, lack of stratication mech-
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anisms, lack of nancial resources, lack of sus-
tainability and necessary infrastructure.
The emergence of information and com-
munication technologies (ICT) has amplied
the demands, obstacles, and global bench-
marks, as people from dierent countries can
now easily connect with each other through
the Internet and access digital devices like
smartphones and computers instantly. No in-
formation can be overlooked regarding these
developments. As ICT plays a role in improv-
ing quality standards, international practices
and accreditation, continuous professional
development for teachers is necessary to bal-
ance their professional obligations with those
of other teachers (Solak and Erdem, 2016). We
also provide professional development op-
portunities for teachers through educational
websites, academic forums, learning channels,
webinars and social media.
In addition, the concept of self-direct-
ed professional development is a novel ap-
proach towards the traditional model of pro-
fessional development which usually follows
a top-down approach for teachers. The latter
has faced criticism for its inability to motivate
teachers and provide adequate teaching ma-
terials, resulting in low teacher commitment.
On the other hand, the self-directed profes-
sional development model is voluntary and
emphasizes on involving teachers, identifying
available opportunities, and enabling them
to learn collaboratively (Liu, Miller and Jahng,
2016). In addition, self-directed learning em-
phasises teacher initiative towards identied
tasks. This allows teachers to decide what kind
of learning they want and how they want to
learn. Furthermore, self-directed professional
development does not mean that all self-di-
rected professional development learning ac-
tivities are carried out by teachers themselves,
but that individuals work with dierent profes-
sionals, i.e. it is asking for help from the source.
people (Desimone and Pak, 2017).
The concept of career development has
been widely discussed in the educational liter-
ature (Darling-Hammond, 2012). Teachers are
considered to be the main agents of change
in education. They play an important role in
student academic performance (Lortie, 1975).
In addition, rapid technological change and
innovation require teachers to update their
knowledge and skills (Peters Massini and Lew-
in, 2014). However, teacher professional devel-
opment is a challenge for education systems
(Darling-Hammond, 2012). Despite the fact
that many professional development programs
exist, there are still problems and challenges in
this area (Hargreaves, 2000). Numerous studies
have shown that traditional additional train-
ing programs are ineective. In this context,
self-directed professional development (SDD)
has been proposed as a new approach. It is a
form of professional development in which
teachers choose what, when, where and how
to learn (Hargreaves, 2000).
Similarly, the idea of self-directed profes-
sional development is viewed as an optimal
approach that caters to individual require-
ments eectively (Minott, 2010). It helps
teachers meet their specic needs and allows
them the freedom to learn at their own pace
and convenience. With the introduction of
new learning techniques, various online op-
120 AWARENESS OF THE PROFESIONAL NEEDS OF SECONDARY SCHOOL TEACHERS ...
Análisis y Modicación de Conducta, 2023, vol. 49, nº 181
portunities have emerged that aid teachers
in their professional development. These in-
clude social networking platforms, Google
applications, educational websites, webi-
nars, etc. Milman (2020) suggests that such
resources facilitate self-directed learning
for professionals. They allow professionals
to communicate, discuss their professional
problems and nd friendly solutions.
In addition, this interaction also increases
professional commitment to industry chal-
lenges and problems and leads to sustainable
solutions at low cost.
Numerous researchers and experts have
acknowledged the ecacy of the self-directed
professional development model. Mushayik-
wa and Lubben (2009) assert that, under the
present circumstances, this approach is opti-
mal for enhancing teachers’ abilities. Likewise,
Weir (2017) discovered that primary school ed-
ucators possess a favorable viewpoint regard-
ing the eciency of self-directed professional
growth. Additional evidence supporting its
eectiveness can be found in existing litera-
ture, and this method also alleviates nancial
pressure on organizations. Consequently, this
paper’s objective is to examine the knowledge,
involvement, and ecacy of the self-directed
professional development model for second-
ary school teachers from a career advance-
ment standpoint.
Within this framework, the objective of this
research was to examine the ecacy of an
innovative approach to professional growth,
specically self-driven professional develop-
ment. The study delves into the awareness,
involvement, and accomplishments of self-di-
rected professional development in the realm
of secondary education.
Research objectives
The following research topics were investi-
gated in this study:
1. Raising awareness of the independent pro-
fessional development model among se-
condary school teachers.
2. Examining teachers’ participation in inde-
pendent professional development pro-
jects.
3. Determine the eectiveness of the self-di-
rected professional development model on
teacher professional competence.
Research related issues
Drawing on the empirical data gathered
from the study’s participants, the researchers
sought to address these research inquiries:
1. What is the level of understanding secon-
dary school teachers possess regarding the
independent professional development
model?
2. Which platforms do secondary school tea-
chers utilize for their professional growth?
3. How eective do secondary school teachers
nd the independent professional develop-
ment model in enhancing their professional
expertise?
Relevance of the study
The ndings of this research may benet
educators, academic administrators, policy
makers, school proprietors, and the broader
community by oering them insights into this
innovative approach to self-guided profession-
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al growth, the resources at hand, and possibili-
ties for enhancing secondary education. This is
valuable information for those specializing in
teacher development. In addition, the results
can provide educational leaders and policy
makers with ideas for improving professional
development for the self-employed.
Learning can also be important for the
teaching profession, as most teachers are very
unlikely to participate in training that develops
their professional skills. Likewise, the ndings
can guide policy makers in shaping self-guid-
ed professional development initiatives for ed-
ucators. They can also apply the outcomes to
projects and virtual teacher platforms, where
professional issues can be addressed, as well as
providing support and advice. In essence, this
study holds signicance for everyone engaged
in a nation’s educational system, both as teach-
ers and learners.
Research methods
This study, adopting a quantitative and
descriptive approach, aimed to explore the
comprehension, involvement, and ecacy of a
self-directed professional development model
tailored for secondary school educators. The
participating teachers hailed from Almeria,
Andalusia, Spain and were actively engaged in
instructing secondary school students.
The investigators employed a systematic
random sampling method to choose a repre-
sentative sample for the investigation utilizing
the Raosoft sample size calculator. This study’s
sample size comprised 194 participants (Rao-
soft sample size calculator) selected from 521
secondary educational institutions in Andalu-
sia (INE, 2022).
Moreover, data from a Likert scale was gath-
ered using a ve-point questionnaire, with re-
sponses varying between “strongly agree” and
“strongly disagree”, from a selected group of
participants. A test survey was conducted with
35 individuals not part of the main sample
prior to nalizing the process. The reliability
coecient α = 0.849 indicated that the ques-
tionnaire possesses adequate reliability for
collecting data. The content validity of the
instrument was also assessed through the ex-
pert evaluations of three PhD holders from the
University of Almeria. Upon nishing the data
collection process, the researchers organized
and examined the information utilizing both
descriptive and inferential statistical methods.
Results and discussions
After data collection and based on the stu-
dy by authors Hussain, Minaz, Ali, Sarfraz and
Matloob (2021), a normality test was perfor-
med to assess the normal distribution of the
data., a test for normality was conducted to
assess the data’s normal distribution. With a
skewness of 0.389 and a kurtosis of 0.719, both
within ±1 margin, the results indicated a nor-
mal distribution in the collected data.
The data presented in the table provides a
comprehensive overview of the demograph-
ic prole of the participants in the study. The
majority of the respondents, 66.17%, had been
teaching at the secondary level for 6-10 years,
while 22.89% had more than 11 years of expe-
rience. This suggests that most of the partici-
pants had adequate experience in teaching.
122 AWARENESS OF THE PROFESIONAL NEEDS OF SECONDARY SCHOOL TEACHERS ...
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Furthermore, 45.24% of the participants held
a Masters degree with a professional qualica-
tion in B.Ed, while 42.78% had both a Masters
degree and a professional qualication. The
sample group consisted mainly of men, who
comprised 51.25% of the group, while women
made up 48.75%. The demographic informa-
tion suggests that the sample was representa-
tive of the population.
Table 2 shows teachers’ awareness of the
self-directed professional development mo-
del/approach. Mean scores of 1.49 and 1.36,
SD 0.97830 and 0.54320 indicated that the stu-
dy participants were not aware of the nature
of self-directed professional development and
ICT. Additionally, mean scores of 2.72 and 3.23
SD 0.9811 and 0.80113 indicate that the study
participants were unclear about training re-
sources and LMS/training channels.
On the other hand, it was observed that
the participants were aware of the use of so-
cial media, provided free learning resources
and conducted webinars and workshops in
their area teaching, for example mean scores
of 3.91, 3.89 and 3.48, SD 1.8012, 1.9102 and
1.0287 show. The chi-square value of 2.15 was
not signicant at 0.233, which is higher than
the Sig value of 0.05. The results showed that
most of the participants were unaware of the
self-directed professional development ap-
proach for teachers’ professional development
at school level.
In contrast to Weir’s (2017) research, which
found that teachers were knowledgeable
about self-directed professional develop-
Table 2.
Teachers’ awareness level of self-directed professional development
Statements Mean SD df χ2Sig
Aware of the nature of self-directed SPD Model 1.49 .97830
04 2.15 .233
Aware of ICT support for SPD for teachers 1.36 .54320
Aware of relevant educational resources 2.72 .98110
Aware of LMS/educational channels 3.23 .80113
Aware of social media usage for SPD 3.91 1.8012
Aware of free available resources for SPD 3.89 1.9102
Aware of online webinars/workshop of my subject 3.48 1.0287
Table 1.
Experience, Qualication and gender of the sample group
Experience Frequency Percent Qualication Frequency Percent Gender Frequency Percent
Less than 5
years 22 10.94 Master and
B. Ed 95 45,24 Male 103 51,25
6 to 10 years 133 66.17 Master with
Med 86 42,78 Female 98 48,75
11 and above 46 22,89 Master with
MPhil 20 11,98
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ment programs and the resources available
for enhancing their professional skills, the cur-
rent study yielded dierent results. Similarly,
the ndings of Zhen, Gaumer, Kingston, and
Nooman (2014) that ICT resources were ad-
vantageous for teachers were not supported
by the present study. However, the teachers
who participated in the study were aware of
self-directed professional development op-
portunities and involved in various learning
communities, and they had made both formal
and informal arrangements to enhance their
professional skills.
Table 3 shows the participation of second-
ary school teachers in independent profes-
sional programmes. Participants’ mean scores
of 1.19, 2.15 and 2.12 SD 1.7313, 1.0133 and
1.0025 indicated that they did not actively par-
ticipate in the Linguistics and Literature webi-
nar, not on good terms with experts in relevant
subject areas, sectors and organisations have
worked together and that most of them fol-
lowed traditional professional approaches. De-
velopmental approaches rather than reexive
and modern practices.
Their results show that secondary school
teachers are members of and actively partic-
ipate in various social networks. Participants
agreed that they learned from these social me-
dia as indicated by a mean score of 3.81 and
SD of 0.98233. Thus, mean scores of 3.51, 3.69
and 3.98 with SD values of 0.97672, 0.98213
and 0.89740 indicated that the participants
integrated the new concept into the teach-
ing during teaching, prioritized their profes-
sional development and were good. learning
networks after college learning. tile forums.
In addition, the chi-square value of 7.89 was
signicant at 0.045, indicating that the current
commitment of the respondents is signicant.
In accordance with Mushayikwa and Lub-
ben’s (2009) ndings, this study shows that
teachers frequently engage in various forums
to discuss professional issues, analyze content
and policies, and provide constructive feed-
back on teaching and learning. These engage-
ments are often informal, taking place in social
networking forums. Additionally, the study’s
results align with the conclusions drawn by
Penuel, Sun, Frank, and Gallagher (2012), as
their research indicates that teachers improve
their professional skills through collabora-
tion, collectivism, and self-reliance. Moreover,
various studies, such as Morrow (2010), Bayar
Table 3.
Teachers’ engagement level in self-directed professional development approach
Statements Mean SD Df χ2Sig
Member of professional groups on social media 3.81 .98233
04 7.89 .045
Join research webinars on linguistics/literature 1.19 1.7313
Collaboration with eld experts and organizations 2.15 1.0133
Integrate new concepts in teaching 3.51 .97672
Adopts reective practices for personal development 2.12 1.0025
Prioritize professional goals through self-management 3.69 .98213
Part of collegial learning networks nationally 3.98 .89915
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Análisis y Modicación de Conducta, 2023, vol. 49, nº 181
(2014), and Liu, Miller, and Jahng (2016), have
emphasized the importance of professional
development as a motivating factor for teach-
ers’ professional growth.
The perception of the eectiveness of the
self-directed career development model/
method is presented in Table 4, based on the
research sample’s responses. According to the
participants, self-directed professional de-
velopment is an eective way for secondary
school teachers to improve their professional
development and competence. Additional-
ly, the participants found this method to be
more eective than the conventional model,
as evidenced by a signicant chi-square value
of 77.89 at the 0.000 level. No information has
been omitted in the paraphrased text.
According to Solak and Erdem’s (2016) study,
teachers can benet from self-directed pro-
fessional development in IT tools for personal
learning, and they also nd online resources
useful for teaching support. In the same vein,
Milman (2020) found that while educational
technologies may challenge traditional teach-
ing methods, they have also enhanced teaching
and learning quality for some educators. These
ndings are in line with each other.
Conclusions
The study’s ndings indicated that teacher
professional development plays a crucial role
in their career. The researchers concluded that
it has a favorable eect on teachers’ teaching
methods and, as a result, on student achieve-
ment. In addition, teachers were aware of tra-
ditional vertical models of professional devel-
opment, but were dissatised with the training
courses and seminars because they felt that
the programmes did not meet their needs.
In addition, the study participants were un-
familiar with the nature, tools, resources and
practices of self-directed professional develop-
ment. It was new to them, but they were some-
what familiar with some aspects of SPD. Most
respondents were unaware of the existence of
free training channels and other online resourc-
es important to their career development.
During the study, it was found that high
school teachers were active on social networks
where they talked about their work-related
issues. They engaged in both formal and in-
formal learning methods, but there is scope
for enhancement. The resources were not
functioning properly during webinars and lan-
guage and literature training sessions.
Table 4.
Eectiveness of self-directed professional development approach
Statements Mean SD df χ2Sig
SDP approach satisfy teachers professional needs 4.29 .76347
04 77.89 .000
SDP is convenient in term of time/ resources 4.26 .78358
SDP increase professional motivational of teachers 4.18 .89993
SDP ventures address teachers professional issues 3.96 .99564
SDP is eective for new learning opportunities 3.54 .98496
SDP support professional learning of teachers 4.10 .71668
SDP enhance teachers engagement in learning activities 4.08 .76278
125
DARÍO SALGUERO • MILAGROS PADILLA • MONSERRAT HERNÁNDEZ • JOAQUÍN TARIFA
Análisis y Modicación de Conducta, 2023, vol. 49, nº 181
The participants appreciated the usefulness
of this novel approach to professional develo-
pment as it catered to their specic needs and
helped them tackle classroom obstacles. This
approach was also eective because teachers
could utilize it at their convenience and pace.
Self-directed professional development is a
crucial aspect of today’s rapidly changing edu-
cational landscape, especially for secondary
school teachers, who are responsible for educa-
ting future generations. It is essential for educa-
tors to constantly update their knowledge and
skills to meet the challenges and demands of
modern pedagogical practices. We can conclu-
de that self-directed professional development
is the key to addressing the professional needs
of secondary school teachers by promoting a
culture of lifelong learning, improving teaching
practices and improving student outcomes. A
number of studies, research ndings and poli-
cy recommendations have been analysed. This
research analyses the importance of lifelong
learning for educators, followed by teaching
practices and we conclude how these aspects
contribute to improved student outcomes.
Recommendations
The researchers recommend that the De-
partment of Education provide the necessary
facilities to enjoy the benets of the SDP. In
addition, a training workshop should be or-
ganised for teachers so that they can explore
the resources available for their professional
development.
It has also been suggested that teacher-cen-
tred forums could be a development focusing
on the sciences of teacher education, assess-
ment and the psychology of learning. Alterna-
tively, it can provide teachers with self-study
modules to update their knowledge and skills.
At the provincial level, there should be
formal social interaction groups, which may
include group leaders, to learn the facts and
work together to improve the professional
needs of teachers.
University students who are aspiring re-
searchers are advised to take initiative and
pursue their own professional development to
fulll the requirements of university teachers.
The pandemic has demonstrated that infor-
mation and communication technology (ICT)
resources can be utilized in various situations
where teachers at all educational levels require
professional development.
Join organizations that oer a wide range of
resources, teacher support, best practice guid-
ance, professional development opportunities
and legal support.
Find a mentor: A mentor can provide sup-
port, guidance and encouragement to help
teachers grow and develop in their careers.
Attend seminars and conferences: Work-
shops and conferences can provide teachers
with valuable learning and networking op-
portunities.Attend professional development
seminars and conferences: Professional de-
velopment seminars and conferences provide
teachers with valuable opportunities to learn
new strategies and techniques, as well as to
network with other professionals in their eld.
These events can be especially benecial for
secondary school teachers, who often face
special challenges and problems in their class-
rooms.
126 AWARENESS OF THE PROFESIONAL NEEDS OF SECONDARY SCHOOL TEACHERS ...
Análisis y Modicación de Conducta, 2023, vol. 49, nº 181
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