Journal of Management and Planning In Educational System

Journal of Management and Planning In Educational System

Identifying Strategies, Consequences and Barriers of Teachers’ Sustainable Professional Development: a Qualitative Study

Document Type : Scientific - Research

Authors
Michael Ahadpour 1
Taghi Akbari 2
Husein Tagavi 3
Adel Zahed Babalan 4
1 Ph.D. Student in Educational Management, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2 ssociate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
3 Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
4 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
10.48308/mpes.2025.236584.1487
Abstract
Objective: Sustainable professional development of teachers is a lifelong, participatory, action-based, research-based, and reflective learning process that enables continuous teacher empowerment. Professional development is a continuous and sustainable process that helps teachers acquire the knowledge and skills necessary to begin their teaching careers and further develop these abilities and skills throughout their service. The study aimed to identify the strategies, outcomes, and barriers associated with the sustainable professional development of teachers.

Materials and Methods: This study was applied in terms of its purpose and employed a qualitative method based on inductive content analysis. The study population comprised all documents, articles, booklets, book chapters, and reports available in the following international databases and academic platforms: DOAJ, ResearchGate, MDPI, ScienceDirect, Emerald, Elsevier, Springer, Taylor & Francis, ProQuest, and Google Scholar. The study covered the period from 1990 to 2024. Following the search and screening processes, 38 sources relevant to the research topic were selected. MAXQDA software (2020) was used for content analysis and data coding. To establish the trustworthiness of the findings, four criteria were applied: credibility, dependability, confirmability, and transferability. The Critical Appraisal Skills Programme (CASP) tool was also used to assess the overall quality of the selected studies.

Discussion and Conclusion: Through the processes of coding, summarizing, and categorizing the data, strategies for the sustainable professional development of teachers were classified into 10 main categories: participation in professional learning communities, documentation of shared knowledge and experiences, networking, in-service training, role modeling, coaching, individual professional development, participation in research, collaborative professional development, and institutionalization. The outcomes were classified into four categories: social, organizational, teacher-related, and student-related outcomes. The barriers were classified into three categories: organizational, individual, and external barriers. The findings showed that, for teachers' professional development programs to be sustainable, they must be continuous over time, remain effective, and have a positive and lasting impact on teachers' professional learning. Participation in professional learning communities encompasses teachers' participation in conferences and seminars, as well as their involvement in school-based educational groups. The documentation of shared knowledge and experiences includes such activities as developing a shared vision, sharing knowledge and experiences, engaging in professional dialogue within collaborative and cooperative groups, and participating in team teaching. Networking is fostered through teachers' participation in professional networks, teacher social networks, and national and international networks. In-service training is conducted through the development of training strategies, participation in training workshops, and attendance at face-to-face and online courses. In role modeling, experienced administrators and teachers promote professional learning by serving as lifelong learning role models. Coaching includes peer coaching, classroom-based coaching for teachers, and face-to-face and online coaching. Individual and collaborative professional development for teachers takes place through continuing education at the postgraduate level, peer observation, collaborative learning, and receiving support and feedback from colleagues. Participation in research includes action research and teacher-led, self-directed research. Institutionalization involves the processes of acceptance, transition, routinization, and the expansion of programs within organizational operations. The outcomes of these programs include organizational capacity building; improvements in organizational performance and productivity; the development of educational capacity; the enhancement of teachers' collective self-efficacy; increased motivation; changes in attitudes and beliefs; improvements in teachers' professional competencies; increased self-efficacy and self-confidence; and improved student academic achievement. Organizational barriers, such as structural constraints, a lack of resources, poor leadership, and staff turnover; individual barriers, such as low motivation, negative attitudes, burnout, and teachers' heavy workloads; and external challenges, such as financial constraints, policy changes, social inequalities, and cultural and ethnic contexts, are among the challenges facing these programs. Based on the research findings, educational policymakers, administrators, and teachers are advised to promote professional learning communities, professional networking, role modeling, coaching, and research-based learning at the school, regional, and national levels. They are also encouraged to design individual and collaborative professional development pathways to enhance program sustainability and achieve the expected outcomes by applying the aforementioned strategies.
Keywords
Sustainable Professional Development
Sustainability
Effectiveness
Sustainable Impact
Institutionalization
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