A Study of the Relationship Between Teachers’ Perceptions Towards Professional Development and their Job Satisfaction at Naung Taung Monastic School in Hopong, Southern Shan State, Myanmar

Abstract

This research sought to study the relationship between teachers’ perceptions towards professional development and their job satisfaction at Naung Taung Monastic School. The research objectives were (1) to identify the level of teachers’ perceptions towards professional development at the selected school, (2) to identify the level of teachers’ job satisfaction at the selected school and (3) to determine the significant relationship between teachers’ perceptions towards professional development and their job satisfaction at the selected school. There were two sets of questionnaires: teachers’ professional development questionnaire and teachers’ job satisfaction questionnaire. A response rate of 100% was achieved. These were analyzed by frequency, percentage, mean, standard deviation and Pearson product-moment correlation coefficient.  The findings discovered that in order to become a more sustainable school, teachers from Naung Taung Monastic School were recommended to participate more in development programs in order to enhance their pedagogy knowledge, promote their academic level and improve their ability. Additionally, teachers were recommended to apply a variety of teaching methods to encourage greater student participation. The school leader was recommended to understand how important teachers’ job satisfaction is to professional development as it can lead to improved student achievement and school success. The school leader was recommended to provide personal growth opportunities to emphasize the school vision and enhance the utilization of technology in the school.