Professional Development (PD) as A Predictable Factor Towards Self-Determined Learning (SDL) among Primary School Teachers

Abstract

The success of Self-Determined Learning (SDL), in general, is typically seen as effective when students are allowed to select their preferred method of learning. The success of SLD is highly dependent on Professional Development (PD) among teachers as it can enhance the quality of pedagogies, instructional technologies, and differentiated instruction approaches that can improve engagement and cater to diverse learners. Several studies have found that poor PD is one of the most critical obstacles to the construction of successful SDL. The purpose of this study is to determine PD dimensions of readiness, planning, training, implementation, and maintenance as predictable factors of SDL and the contribution of  PD towards that influences the SDL of primary school teachers. The sample of 382 respondents were involved in this study. Based on the results of the analysis, it was found that the independent variable dimensions of planning, implementation, maintenance, and readiness as a predictor factor account for 24.2% of the change in the dependent variable variant of SDL. In comparison, the other 75.8% was determined by variables not examined in this study. Researchers can then review other factors that affect SDL so that they can find other factors that can influence it.