Abstract

The study highlights the need for schools to develop a culture that values and supports ongoing teacher professional development. The study utilized in-depth interviews to collect data from a diverse group of teachers with varying levels of experience and teaching contexts. The participants were selected through purposive sampling to ensure representation from different backgrounds and teaching contexts. The interviews were conducted using a semi-structured approach to allow for flexibility in exploring the participants' experiences. The research group includes 12 subject matter experts from four Lahore high schools. At the personal level, teachers reported that work-life balance issues and competing responsibilities, such as family and personal commitments, hindered their ability to engage in professional development activities. They also noted a lack of support from school leadership, which undermined their motivation to pursue professional growth.

Key Words

Professional Development, Lahore, High school, Barriers in Professional Development

Introduction

Professional development is a critical aspect of the teaching profession. As education evolves, teachers must keep up with the latest teaching practices, instructional technology, and subject-specific knowledge. The goal of professional development is to enhance the knowledge, skills, and abilities of teachers, ultimately improving the quality of education and student learning outcomes. However, many teachers face various barriers to professional development, including time constraints, inadequate funding, and limited access to relevant resources. These barriers can hinder teacher growth and development, negatively impacting both the teacher and their students. Understanding the professional development barriers faced by teachers is critical for developing policies and practices that support ongoing teacher growth and development. This qualitative study aims to explore the professional development barriers experienced by teachers and their impact on teacher growth and development. The study draws on data collected through in-depth interviews with a diverse group of teachers, providing valuable insights into the challenges teachers face in pursuing ongoing professional development.

The teaching profession requires continuous learning and growth to provide the best possible education to students. Professional development is an essential aspect of the teaching profession, as it provides opportunities for teachers to acquire new skills, knowledge, and techniques that can enhance their instructional practices. Professional development can take various forms, including workshops, conferences, mentoring, and collaborative learning. Despite the importance of professional development, many teachers face barriers that prevent them from pursuing ongoing growth and development.

The aim of this qualitative study is to explore the professional development barriers experienced by teachers and their impact on teacher growth and development. The study draws on data collected through in-depth interviews with a diverse group of teachers, providing valuable insights into the challenges teachers face in pursuing ongoing professional development. By examining the professional development barriers faced by teachers, this study aims to inform policies and practices that support teacher growth and development.

Professional development is critical to the teaching profession as it allows teachers to stay current with changes in the education system and improve their instructional practices. Research has shown that effective professional development can enhance teacher knowledge, skills, and instructional practices, ultimately improving student learning outcomes (Darling-Hammond et al., 2017). However, many teachers face various barriers to professional development, hindering their ability to engage in ongoing learning and growth.

One significant barrier to professional development is time constraints. Teachers often have heavy workloads and competing responsibilities, such as grading papers, attending meetings, and preparing lesson plans, leaving little time for professional development activities. Additionally, teachers may have personal responsibilities outside of work, such as caring for children or elderly family members, that further limit their availability for professional development activities.

Another barrier to professional development is inadequate funding. Teachers may not have access to the resources necessary to attend professional development opportunities or purchase instructional materials that can enhance their teaching practices. Limited access to relevant resources, such as technology or instructional materials, can also be a significant barrier to professional development.

Additionally, a lack of support from school leadership can undermine teacher motivation to pursue ongoing professional development. Without leadership support, teachers may not see the value in engaging in professional development activities, leading to a lack of motivation to pursue ongoing learning and growth.

In conclusion, understanding the professional development barriers faced by teachers is critical for developing policies and practices that support teacher growth and development. This qualitative study aims to explore these barriers, drawing on the experiences and perspectives of a diverse group of teachers. The study's findings can inform policies and practices that support teacher growth and development, ultimately improving the quality of education and student learning outcomes.

Literature Review

Time constraints are a common barrier to professional development. Teachers often have limited time to engage in professional development activities due to their heavy workload and competing responsibilities (Gibson & Dembo, 2014). 

Inadequate funding is another significant barrier to professional development. Without sufficient funding, teachers may not have access to the resources necessary to attend professional development opportunities, such as workshops or conferences (Ingersoll, 2017). Additionally, teachers may not have access to the necessary instructional materials, technology, or other resources that could enhance their teaching practices.

Limited access to relevant resources is another barrier to professional development for teachers. Access to technology, instructional materials, and other resources can vary widely between schools and districts, creating disparities in opportunities for professional growth (Peyton, 2019). Teachers may also lack access to relevant professional development opportunities, such as subject-specific training or support for teaching diverse student populations.

Finally, a lack of support from school leadership can undermine teacher motivation to pursue ongoing professional development. Without leadership support, teachers may not see the value in engaging in professional development activities, leading to a lack of motivation to pursue ongoing learning and growth (O'Donnell et al., 2016). Leadership support can take many forms, such as providing opportunities for professional development, offering incentives for participation, and promoting a culture of ongoing learning and growth.

Overall, the literature highlights several professional development barriers faced by teachers, including time constraints, inadequate funding, limited access to resources, and a lack of support from school leadership. These barriers can hinder teacher growth and development, negatively impacting both the teacher and their students. Addressing these barriers requires developing policies and practices that support ongoing teacher growth and development, ultimately improving the quality of education and student learning outcomes.

One significant barrier to professional development is time constraints. Teachers often have heavy workloads and competing responsibilities, such as grading papers, attending meetings, and preparing lesson plans, leaving little time for professional development activities. This lack of time can prevent teachers from attending workshops, 

Conferences, or engaging in collaborative learning opportunities that could enhance their instructional practices (Gibson & Dembo, 2014).

Research has also identified other barriers to professional development, such as a lack of awareness of available opportunities, a lack of relevance to teachers' needs, and inadequate preparation for professional development activities (Guskey, 2000). Additionally, the COVID-19 pandemic has created new challenges for professional development, such as adapting to online learning and navigating technological challenges (Borko & Koellner, 2020). Similarly, a 2020 study by Kaur and Kumar found that time constraints, lack of relevance, and inadequate support were significant barriers to professional development for teachers in India. The authors suggest that policymakers and school leaders should prioritize the provision of relevant and accessible professional development opportunities that address teachers' needs, provide ongoing support and feedback, and promote collaboration.

Method of Study

The study on professional development barriers of teachers employs a qualitative research design, which is well-suited for exploring complex and nuanced issues such as the experiences and perspectives of teachers regarding professional development barriers. purposive sampling was employed. This study used semi-structured interviews for data collection. These interviews are designed flexible and allow participants to share their thoughts and experiences in their own words. The interviews are recorded and transcribed for analysis. thematic analysis approach was used.




Findings of the Study

The findings of the study on professional development barriers of teachers provided insights into the experiences and perspectives of teachers related to barriers in professional development. The following are some of the main findings of the study:

? Time Constraints: Time constraints were identified as a major barrier to professional development for teachers. Participants reported that they had limited time to engage in professional development activities due to their teaching workload, administrative duties, and personal responsibilities.

? Lack of Resources: Participants also reported a lack of resources as a major barrier to professional development. This included a lack of funding, materials, and technology. Many teachers reported that they were unable to access professional development opportunities due to financial constraints or lack of support from their institutions.

? Lack of Relevance: Participants reported that some professional development opportunities were not relevant to their needs or did not align with their teaching goals. This made it difficult for them to engage in professional development activities and to see the value in the opportunities that were offered.

? Lack of Support: Many participants reported a lack of support from their institutions or colleagues in their professional development efforts. They reported feeling isolated and unsupported in their efforts to improve their teaching practice.

? Personal Factors: Participants reported that personal factors such as family responsibilities, health issues, and work-life balance also acted as barriers to their professional development.

The findings of the study suggest that there are several barriers that prevent teachers from engaging in professional development activities. These barriers have significant implications for the quality of teaching and learning in the classroom. The study also highlighted the need for institutions and policymakers to provide teachers with more support and resources to overcome these barriers and to create a culture of continuous learning and development for teachers.




Barriers Related to in Service Training Programs 

The instructor's professional development study found multiple in-service training programme barriers. In-service training findings include:

? Lack of Relevance: Participants reported that some in-service training programs were not relevant to their needs or did not align with their teaching goals. This made it difficult for them to engage in professional development activities and to see the value in the opportunities that were offered.

? Time Constraints: In-service training programs were often scheduled during school hours or after school, which made it difficult for teachers to attend. Teachers reported that they were already overburdened with their teaching workload and that attending training programs would take away from their classroom time.

? Limited Resources: Some in-service training programs required teachers to travel to other locations or required them to purchase materials or resources, which could be a financial burden for some teachers.

? Inadequate Training Design: Participants reported that some in-service training programs were poorly designed or lacked appropriate follow-up or support. This made it difficult for teachers to implement what they had learned in their classrooms.

? Lack of Collaboration: Participants reported that in-service training programs often lacked opportunities for collaboration or interaction with other teachers. This limited their ability to share ideas, resources, and experiences with other teachers and to learn from each other.

Table 2

	Theme	Frequency
Barriers related to the in-service Training program	Lack of Relevance	7
	Time Constraints	4
	Limited Resources	4
	Inadequate Training Design	3
	Lack of Collaboration	3

  
Some Participants (f=3) reported that some in-service training programs were poorly designed or lacked appropriate follow-up or support. This made it difficult for teachers to implement what they had learned in their classrooms. Participants reported that in-service training programs often lacked opportunities for collaboration or interaction with other teachers. This limited their ability to share ideas, resources, and experiences with other teachers and to learn from each other.
The findings suggest that in-service training programs are not always effective in meeting the professional development needs of teachers. The barriers identified in the study have significant implications for the quality of teaching and learning in the classroom. The study highlights the need for institutions and policymakers to provide teachers with more relevant and effective in-service training programs that are designed to meet their needs and that provide adequate support and resources. Additionally, there is a need for collaboration and interaction among teachers in these training programs to encourage sharing of ideas and experiences.

Barriers related to Functioning at School

The study on professional development barriers of teachers also identified several barriers related to functioning at school. The following are some of the main findings related to functioning at school:

? Teaching Workload: Participants reported that their teaching workload was a significant barrier to engaging in professional development activities. They reported that they had limited time to engage in activities outside of their teaching responsibilities, which often left them feeling overwhelmed and stressed.

? Administrative Duties: Administrative duties, such as grading, planning, and meetings, were also identified as barriers to engaging in professional development activities. Participants reported that these tasks were time-consuming and often took priority over professional development activities.

? Lack of Leadership Support: Participants reported that the lack of support from school leadership was a barrier to engaging in professional development activities. They reported that school leaders did not prioritize or encourage professional development activities, which made it difficult for them to participate.

? Limited Resources: Participants reported that a lack of resources, such as funding, materials, and technology, was a barrier to engaging in professional development activities. This made it difficult for them to access training opportunities or to implement new strategies in their classrooms.

? Resistance to Change: Participants reported that resistance to change was a significant barrier to engaging in professional development activities. They reported that colleagues or school leadership were resistant to new ideas or strategies, which made it difficult for them to implement new approaches in their classrooms.

Table 3

	Theme	Frequency
Barriers Related to Functioning at School	Teaching Workload	10
	Administrative Duties	7
	Lack of Leadership Support	5
	Limited Resources	4
	Resistance to Change	3

 According to the above table (f=10) teaching workload, Administrative duties (f=7), Lack of leadership support(f=5), Limited resources(f=4), and Resistance to change(f=3) are participants  views about the barriers. The findings suggest that there are several barriers related to functioning at school that prevent teachers from engaging in professional development activities. These barriers have significant implications for the quality of teaching and learning in the classroom. The study highlights the need for school leaders to prioritize and encourage professional development activities and to provide teachers with the necessary resources and support. Additionally, there is a need for a culture of continuous learning and development in schools that encourages innovation and the adoption of new strategies and ideas.

Individual Barriers

The study on professional development barriers of teachers also identified several individual barriers that prevent teachers from engaging in professional development activities. The following are some of the main findings related to individual barriers:

? Lack of Motivation: Participants reported that a lack of motivation was a significant barrier to engaging in professional development activities. They reported feeling burned out or demotivated, which made it difficult for them to prioritize their professional development.

? Self-Perception: Participants reported that their own self-perception was a barrier to engaging in professional development activities. Some reported feeling that they were already knowledgeable enough or that they did not need additional training, which prevented them from engaging in professional development opportunities.

? Limited Learning Preferences: Participants reported that their learning preferences were a barrier to engaging in professional development activities. They reported preferring certain types of training or learning styles, which made it difficult for them to engage in opportunities that did not align with their preferences.

? Lack of Confidence: Participants reported that a lack of confidence was a barrier to engaging in professional development activities. They reported feeling intimidated by new technology or strategies, which made it difficult for them to engage in activities that required them to learn new skills.

? Personal Life: Participants reported that their personal life was a barrier to engaging in professional development activities. They reported having other responsibilities, such as caring for children or elderly family members, which made it difficult for them to find time for professional development activities.

Table 4

	Theme	Frequency
Individual barriers	Lack of Motivation	10
	Self-Perception	7
	Limited Learning Preferences	5
	Lack of Confidence	4
	Personal Life	3

 The findings suggest that there are several individual barriers that prevent teachers from engaging in professional development activities. These barriers have significant implications for the quality of teaching and learning in the classroom. The study highlights the need for institutions and policymakers to provide teachers with professional development opportunities that are relevant, accessible, and cater to their individual learning preferences. Additionally, there is a need to address the underlying factors that contribute to individual barriers, such as burnout, lack of confidence, and personal responsibilities.

Discussion

The discussion section of the study on professional development barriers of teachers focused on analyzing the findings and their implications for policy and practice. The following are some of the main discussion points:

? The Importance of Addressing Barriers: The study found that there are several barriers to teachers' engagement in professional development activities, which has significant implications for the excellence of instruction and knowledge in the classroom. Addressing these barriers is essential to ensure that teachers have the necessary skills and knowledge to provide high-quality education to students.

? Need for Individualized Professional Development: The findings suggest that professional development opportunities must be tailored to the individual needs of teachers to be effective. One-size-fits-all expert growth is unlikely to be relevant or engaging for all teachers. Institutions and policymakers should provide opportunities for teachers to identify their learning needs and create personalized professional development plans.

? The Importance of Support: The study found that a lack of support from school leadership or colleagues was a significant barrier to engaging in professional development activities. Providing support and encouragement to teachers is essential to facilitate their engagement in professional development. This support can include funding, time, access to technology, and recognition and incentives.

? The Need for Relevance: The study found that professional development opportunities were often irrelevant to teachers' needs or interests. Institutions and policymakers should ensure that professional development opportunities are relevant and cater to the specific needs of teachers. Providing opportunities for teachers to provide feedback on professional development activities can help institutions to ensure that these activities are relevant and engaging.

? The Importance of a Professional Development Culture: The study found that the organizational culture of schools and institutions was a significant barrier to teachers' engagement in professional development activities. Fostering a culture of professional development can help to address this barrier. Institutions and policymakers should create an environment that values and prioritizes professional development, provides opportunities for collaboration and learning, and recognizes and rewards teachers for their engagement in professional development activities.

Conclusion and Recommendations

Conclusion of the research on professional development barriers of teachers is that there are several barriers to teachers' engagement in professional development activities, including institutional blockades, individual barriers, and barriers connected to in-service training programs. Addressing these barricades is indispensable to ensure that teachers have the necessary skills and knowledge to provide high-quality education to students. Based on the study's findings, the following recommendations are made:

Institutions and policymakers must provide support and resources to teachers to help them overcome institutional barriers such as a lack of funding or time for professional development activities.

Professional expansion opportunities should be tailored to the individual needs of teachers to be effective. Institutions and policymakers should provide opportunities for teachers to identify their learning needs and create personalized professional development plans.

Institutions and policymakers should ensure that professional progress opportunities are relevant and cater to the specific needs of teachers. Providing opportunities for teachers to provide feedback on professional development activities can help institutions to ensure that these activities are relevant and engaging.

Schools and institutions should foster a culture of professional development that values and prioritizes learning, provides opportunities for collaboration and learning, and recognizes and rewards teachers for their engagement in professional development activities.

Further research is needed to identify effective strategies for addressing the barriers to teachers' engagement in professional development activities.

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