A STUDY OF THE PROFESSIONAL DEVELOPMENT OF HIGHER SECONDARY LEVEL TEACHERS IN RELATION TO THEIR BACKGROUND VARIABLES

Abstract

The present research aims to study the professional development of higher secondary level teachers in relation to their background variables such as gender, qualification, teaching experience, and type of institution. The study recognizes that teacher professional development is a crucial factor in improving the quality of education. Data were collected from 200 teachers selected from government and private higher secondary schools. A descriptive survey method was adopted, and a selfconstructed professional development scale was used to measure the level of professional growth. The results revealed significant differences in professional development with respect to certain background variables such as qualification and type of institution, while gender and teaching experience showed no significant influence. The findings highlight the need for continuous professional development programs and institutional support to enhance teachers’ competencies at the higher secondary level.