Factors Affecting Teachers’ Decision To Participate In Professional Development Activities In Prey Tralach Commune, Battambang Provice Of Cambodia

Kim Koem, Somsak Srisontisuk

Abstract


The importance of world education for development has made some remarkably progresses in recent years, with international organizations tackle to increase the professional capacity of local teachers and staffs. Students’ learning achievement depends very much on teachers’ experiences and effectiveness relating to the professional development experiences that support their learning. This study aims to identify teachers’ teaching experience characteristics involving in professional learning activities by examining the key factors affecting teachers’ decision to participate in the professional development activities (PD). The study addresses two research questions consisting of: 1) How do teachers attend the training programs or PD offered to them based on their characteristics? 2) What are the key factors affecting teachers’ decision to get involved in PD or training programs? The research was conducted using quantitative and qualitative methods through directed interviews and survey questionnaires distributed among teachers in person with 103 teachers from 17 schools in commune, namely Prey Tralach by sampling and purposively. The collected data was articulated in descriptive way to show the respondents demographic characteristics such as gender, age, education background, teaching experiences, and grade level of teaching assignment. Logistic Regression was used to analyze to find the key factors affecting teachers’ decision to participate in PD activities. The results revealed that the key factors affecting teachers to attend PD activities included teachers’ characteristics; teaching grade level of assignments, while external factor; insufficient funding/finance in statistically significant way (p<0.05). PD for teachers is need for professional growth and plays important topic in education improvement in Cambodia.


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