Teachers’ Perspectives on the Conduct of Post-Pandemic Professional Development Program in Pema Gatshel District

Abstract

This study explored the current practices, impacts, needs, and preferences of professional development (PD) programs of Bhutanese teachers in Pema Gatshel District. A mixed-method convergent parallel research design was employed, utilizing a survey questionnaire as the primary data collection tool. For qualitative data, open-ended questions and comment sections for collecting additional insights were included in the questionnaire. Using a simple random sampling technique, ninety-one teachers from four different schools were chosen for the survey. The study focused on four themes: instructional development, scientific field development, personal development, and organizational development. The data were analyzed descriptively using R Statistical Computing Software. The findings indicate that an increased number of hours spent on PDs had positive impacts during the post-pandemic period. The majority of participants expressed a need for PDs in instructional technologies, research development and 21st-century skills. Future PD providers should tailor PD programs to cater for the specific needs of teachers with practical sessions and follow-up activities for effectiveness.