Explore Professional Development Barriers of Teachers: A Case Study of High School Lahore

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.