Teachers’ Perception towards Self-Directed Strategies for Professional Development

Abstract

The study entitled ‘Teachers’ perceptions towards self-directed strategies for professional development’ attempted to explore the perceptions of teachers towards self-directed strategies for their professional development. I used survey research design for this study. The primary data were collected from thirty English language teachers teaching at the secondary level inside the Kathmandu valley. They were selected through purposive non-random sampling procedures. The questionnaire was used as tools for data collection. The collected data were analyzed and interpreted statistically and thematically. The study shows that almost all the English teachers have positive perceptions towards self-directed strategies, helps to develop self-confidence, self-discipline, self-reflection, self-evaluation, and the learners become more focused, goal oriented, understanding, independent, motivated, and interested towards their work. This thesis is divided into five chapters. First chapter is the introductory part which consists of background of the study, statement of the problems, objectives of the study, research questions, and significance of the study, delimitation of the study and operational definitions of the key terms. Chapter two deals with review of related literature and conceptual framework which incorporates review of theoretical literature, review of empirical literature, implications of the review for the study and conceptual framework of the study. Chapter three incorporates methods and procedures of the study containing design of the study, population sample and sampling strategy, research tools, sources of data, data collection procedures, data analysis procedures, and ethical considerations. Chapter four encompasses analysis and interpretation of the data. Chapter five includes findings, conclusion and recommendations incorporating policy related, practice related and further research related. References and appendices have been included at the end of research work.