Professional Growth Must Be Self-Directed for Secondary School Teachers in Pakistan

Abstract

The educational landscape of Pakistani secondary schools’ places unique demands on teachers. Because of the dynamics in the curriculum, secondary school teachers need consistent professional development to remain abreast of the demands and effectively engage students. However, traditional, top-down training models are limited in fostering teacher needs and long-term learning. This article argues for self-directed professional development for secondary school teachers in Pakistan. Self-directed learning enables teachers to own their journey, identify and meet their unique needs, and develop intrinsic motivation to keep learning. This article investigates the benefits of self-directed learning on teachers’ ownership, need fulfilment, and reflection, further examining its appropriateness for secondary school teachers in Pakistan based on the case of limited resources and large classes. In conclusion, this article demonstrates the need to support self-directed professional development among secondary school teachers in Pakistan. To do it, policymakers and administrators should establish conditions for teacher empowerment, support, and collaboration. Self-directed learning enables secondary school teachers to have a positive impact on the efficacy of their teaching. As a result, student outcomes improve.