Volume 7, Issue 1 (5-2024)
Iranian Journal of Educational Sociology 2024, 7(1): 219-225 |
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Şahin A, Soylu D, Jafari M. (2024). Professional Development Needs of Teachers in Rural Schools. Iranian Journal of Educational Sociology. 7(1), 219-225. doi:10.61838/kman.ijes.7.1.22
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URL: http://iase-idje.ir/article-1-1434-en.html
1- Department of Counseling & Psychology, Ibn Haldun University, Istanbul, Türkiye
2- Department of Sociology of Culture, Istanbul, Türkiye & Department of Social Sciences, KMAN Research Institute, Richmond Hill, Ontario, Canada
2- Department of Sociology of Culture, Istanbul, Türkiye & Department of Social Sciences, KMAN Research Institute, Richmond Hill, Ontario, Canada
Abstract: (284 Views)
Purpose: This study aims to explore the professional development needs of rural teachers to identify targeted strategies that can enhance their professional growth and effectiveness.
Methodology: This qualitative study involved 31 rural teachers, utilizing semi-structured interviews to gather data. Interviews were audio-recorded, transcribed, and analyzed using NVivo software to ensure thematic accuracy and depth. Theoretical saturation was achieved to ensure comprehensive coverage of the topics discussed. The study's approach was grounded in qualitative methodologies, with an emphasis on capturing the lived experiences and insights of the participants.
Findings: Four main themes were identified: Access to Resources, Professional Growth, Challenges and Barriers, and Suggested Improvements. Access to Resources highlighted issues like unreliable internet and inadequate professional materials. Professional Growth focused on the importance of collaborative learning and skill development. Challenges and Barriers included financial and geographic constraints, while Suggested Improvements called for policy reforms, infrastructure development, and community engagement to support rural teachers.
Conclusion: The study highlights the complex challenges rural teachers face in accessing and benefiting from professional development opportunities. It suggests that tailored interventions are necessary to address these unique needs effectively. By focusing on specific improvements such as enhanced infrastructure, policy support, and community involvement, stakeholders can significantly impact the professional lives of rural teachers.
Methodology: This qualitative study involved 31 rural teachers, utilizing semi-structured interviews to gather data. Interviews were audio-recorded, transcribed, and analyzed using NVivo software to ensure thematic accuracy and depth. Theoretical saturation was achieved to ensure comprehensive coverage of the topics discussed. The study's approach was grounded in qualitative methodologies, with an emphasis on capturing the lived experiences and insights of the participants.
Findings: Four main themes were identified: Access to Resources, Professional Growth, Challenges and Barriers, and Suggested Improvements. Access to Resources highlighted issues like unreliable internet and inadequate professional materials. Professional Growth focused on the importance of collaborative learning and skill development. Challenges and Barriers included financial and geographic constraints, while Suggested Improvements called for policy reforms, infrastructure development, and community engagement to support rural teachers.
Conclusion: The study highlights the complex challenges rural teachers face in accessing and benefiting from professional development opportunities. It suggests that tailored interventions are necessary to address these unique needs effectively. By focusing on specific improvements such as enhanced infrastructure, policy support, and community involvement, stakeholders can significantly impact the professional lives of rural teachers.
Keywords: Rural education, teacher professional development, qualitative research, educational challenges, educational policy, community involvement
Type of Study: Research Article |
Subject:
Special
Received: 2024/01/11 | Accepted: 2024/03/17 | Published: 2024/05/1
Received: 2024/01/11 | Accepted: 2024/03/17 | Published: 2024/05/1
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