Practice of Teacher Support Group in Teachers' Professional Development

Abstract

The present study entitled "Practice of Teacher Support Group in Teachers'Professional Development" aimed to explore the current practices of teacher support group for teachers' professional development by the secondary level English language teachers of Dang district. I also aimed to identify the benefits of Teacher support Group in professional development and to suggest some pedagogical implications. The primary data were collected from the thirty secondary level English language teachers and school management committee from Dang valley selected by using the non-random judgmental sampling procedures. The data were obtained from the respondents through the close-endedand open-ended questionnaire. The data were also collected with the help ofinterview. The interview consists of open-ended questions. The study shows that almost all the secondary level English language teachers have participated inprofessional programmes and have positive attitude towards them. Majority of the teachers are satisfied with the current practice of Teacher Support Group. This study consists of five chapters. The first chapter deals with generalintroduction, statement of the problem, rationale of the study, objective of thestudy, research question, significance of the study, delimitations of the study andoperational definition of the key items. Chapter two deals with review of relatedliterature, implication of the review of the study, theoretical/conceptualframework. The third chapter presents the design of the study, population andsample, sampling procedures, sources of data, tools, data collection procedures,data analysis and interpretation procedures. Chapter four includes results and discussion/interpretation. The chapter five deals with summary, conclusion,implication, policy level, practice level, further research. Finally, this chapter is followed by the references and appendices/questionnaire.