Factors affecting Professional Development of Teachers of Secondary Schools in Nepal

Sushma Tamang; Anjay Kumar  Mishra; Sateesh Kumar  Ojha

doi:10.64297/jmrsmet.v1i2.33

Authors

Sushma Tamang Lincoln University College Author
Dr. Anjay Kumar Mishra Author
Dr. Sateesh Kumar Ojha Author

DOI:

https://doi.org/10.64297/jmrsmet.v1i2.33

Abstract

This paper explores the factors influencing the professional development of secondary school teachers in Nepal, focusing on the interrelationship among personal motivation, institutional support, and digital literacy. It highlights the role of teacher motivation, school leadership and resource issues in participation in , as well as the implementation of professional development activities. The findings support that high quality, collaborating and technology mediated PD encourages reflection and reflective behavior.

The research highlights the value of situated and localized approaches to professional development that links teachers directly with their classroom work and a school's purpose, in terms of long-term engagement and quality teaching. It also suggests that digital knowledge and skills, support from administration as well as from peers learning support network to teachers' confidence and flexibility towards adapting the pedagogical barriers.

The adoption of a well designed, locally-relevant approach to improve teacher motivation , digital capability and school ethos could be beneficial for developing sustainable professional resilience and improved educational policy for secondary level education in Nepal

Author Biographies

Dr. Anjay Kumar Mishra

Dean, Madhesh University, Professor, Kathmandu College of Management, Kathmandu, Nepal
Dr. Sateesh Kumar Ojha

Asia Regional Dean, Lincoln University College,47301, Petaling Jaya, Selangor D.E., Malaysia

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