INSIGHTS OF SECONDARY TEACHERS TOWARDS THE DIMENSIONS OF PROFESSIONAL DEVELOPMENT OF TEACHERS
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Abstract
This research delves into an examination of teachers' perspectives regarding the various dimensions of professional development within Tehsil Skardu. The study categorizes these perceptions into four key dimensions: teachers' self-efficacy, collaborative efforts among teachers, professional competency, and teachers' leadership qualities. The primary objectives of this investigation encompass uncovering the viewpoints held by secondary school teachers concerning their professional development, exploring their self-efficacy beliefs, understanding their attitudes towards teacher collaboration, and gaining insights into their perceptions of teachers' leadership and professional competence. The research population is comprised of all teachers in government secondary schools within Tehsil Skardu. A sample size of eight senior teachers from these institutions was selected for the study. Data was collected from four distinct government secondary schools, resulting in a total of eight participants. Thematic analysis was employed to analyze the gathered data. The outcomes of this study hold the potential to offer valuable insights that could inform the design and implementation of impactful professional development initiatives, meticulously tailored to align with the specific needs and aspirations of educators. By better understanding teachers' perspectives, this research contributes to the optimization of professional growth strategies, thus enhancing the overall quality of education within the region.
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