Examining the Influence of Teachers’ Academic Qualifications on Beliefs Regarding the Importance of Continuous Professional Development Programs

Abstract

This study looks into how teachers' views about the value of Continuous Professional Development (CPD) programs are influenced by their educational background. The study looks at how teachers with Intermediate, Bachelor, Master, M.Phil. and Ph.D. degrees perceive CPD as a crucial tool for improving professional knowledge, instructional quality, career growth, and adaptability to educational innovations. A structured questionnaire measuring beliefs across four CPD dimensions was used to gather data from 517 teachers using a quantitative, descriptive-comparative design. The results show that teachers of all qualifications have favorable opinions about CPD, and that their strength and concentration grow in tandem with their academic achievement. Across all groups, professional knowledge and skill development were given the highest priority, while more qualified teachers placed a higher priority on adjusting to changes in the educational system. The findings indicate that academic preparation has a significant impact on teachers' engagement, capacity for reflection, and motivation for lifelong professional learning. They also highlight the need for differentiated CPD programs that are tailored to teachers' qualifications.

Keywords: Teachers’ Academic Qualifications, Beliefs, Professional Development Programs, Professional Learning