Paper Key : IRJ************260
Author: Bhairu Ram Gujar
Date Published: 12 Apr 2024
Abstract
This study examines the attitudes of secondary school students towards continuous professional development (CPD) concerning two key factors: teaching experience (0 to 5 years and 5 to 10 years) and gender. The aim is to determine if there are significant differences in these attitudes based on these variables. The research was conducted through a survey administered to a sample of secondary school students.The findings indicate that there are no significant differences in studentsattitudes towards CPD when considering teaching experience within the 0 to 5 years bracket. Similarly, gender does not appear to influence attitudes towards CPD in this category. Moreover, the analysis reveals that there are no notable discrepancies in studentsperceptions of CPD when teachers possess 5 to 10 years of teaching experience, regardless of gender.These results suggest that both teaching experience and gender may not play a significant role in shaping secondary school studentsviews on CPD. The implications of these findings underscore the importance of fostering a culture of continuous learning and professional development irrespective of gender or years of teaching experience. Educational institutions should focus on promoting CPD initiatives that cater to the diverse needs and perspectives of all stakeholders involved in the educational process. Further research could explore additional variables that may influence attitudes towards CPD among secondary school students, contributing to the ongoing discourse on effective professional development strategies in education.