Professional Development Needs Assessment of Secondary School Teachers in Bhutan: An Explanatory Study

Abstract

Professional development (PD) has been identified as a key strategy in enhancing teachers' personal and professional growth, but we know less about how PD is perceived by teachers. The purpose of this study was to gain more insight into secondary school teachers’ PD needs and how they find it beneficial. This study draws on data generated through surveys with 260 teachers and individual interviews with 10 teachers representing ten secondary schools, teaching grades 8–12 in Bhutan. Utilising both descriptive and inferential statistics alongside thematic analysis, the study revealed that PD is important for their professional growth. The analysis indicated that gender did not significantly influence perceptions of PD benefits and barriers, and neither qualification nor teaching experience were significant predictors of PD areas. Qualitative findings emphasised the need for continuous, collaborative, and personalised PD programmes tailored to individual needs, supported by practical, interactive learning opportunities and ongoing implementation strategies. However, a limitation of the study is the inability to reach the targeted sample size. Future research should incorporate a larger sample to provide a more comprehensive understanding of PD needs and their impacts. The study highlights the importance of investing in high-quality, tailored PD programmes to enhance teacher effectiveness and improve student outcomes.