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Teacher Professional Development in Public Schools in Metropolitan Lima, Perú
Desarrollo Profesional Docente en Escuelas Públicas de Lima Metropolitana, Perú
P: 26 - 34
Olga Laura Saldarriaga Ccoricasa
Universidad César Vallejo, Perú
olgalaurasaldarriaga@gmail.com
Mildred Jénica Ledesma Cuadros
Universidad César Vallejo, Perú
mildred.ledesma@gmail.com
Abstract
Improving the quality of education is a constant concern; therefore, among many factors, it is inevitable
to consider teachers' professional development as an essential element to meet the demands of society.
The purpose of this study was to determine the differences in the factors associated with teachers'
professional development in public school teachers in Metropolitan Lima, Peru, according to their
academic degree, sex and level of education. The research approach was quantitative, non-experimental
design, descriptive type, comparative level. The instrument used was the Teacher Professional
Development Questionnaire (Porras, 2020), obtained through a Google form; the sample consisted of 384
public school teachers. The findings show that there are no significant differences in teachers' professional
development according to sex; however, there are significant statistical differences in teachers'
professional development according to work status; according to the level where they work and according
to academic degree. It is concluded that there are no significant differences in the professional
development of teachers according to sex; however, there are significant differences in terms of work
status, level of employment and academic degree, with professional development being an opportunity
for learning and continuous improvement of teaching practice.
Keywords: Professional development, teacher, schools, teaching.
Resumen
Mejorar la calidad de la educación es una preocupación constante; por lo que, entre muchos factores, es
inevitable considerar el desarrollo profesional docente como un elemento esencial para satisfacer las
demandas de la sociedad. El propósito de este estudio fue determinar las diferencias en los factores
asociados al desarrollo profesional docente en docentes de escuelas públicas de Lima Metropolitana, Perú,
según su grado académico, sexo y nivel de educación. El enfoque de la investigación fue cuantitativo,
diseño no experimental, tipo descriptivo, nivel comparativo. El instrumento utilizado fue el Cuestionario
de Desarrollo Profesional Docente (Porras, 2020), obtenido a través de un formulario de Google; la
muestra estuvo compuesta por 384 docentes de escuelas públicas. Los hallazgos muestran que no existen
diferencias significativas en el desarrollo profesional docente según sexo; sin embargo, existen diferencias
estadísticas significativas en el desarrollo profesional docente según la situación laboral; según el nivel
donde se desempeñan y según el grado académico. Se concluye que no existen diferencias significativas
en el desarrollo profesional de los docentes según sexo; sin embargo, existen diferencias significativas en
cuanto a situación laboral, nivel de empleo y grado académico, siendo el desarrollo profesional una
oportunidad de aprendizaje y mejora continua de la práctica docente.
Palabras claves: Desarrollo profesional, docente, escuelas, enseñanza.
Abstrato
Melhorar a qualidade do ensino é uma preocupação constante; portanto, entre tantos fatores, é inevitável
considerar o desenvolvimento profissional dos professores como elemento essencial para atender às
demandas da sociedade. O objetivo deste estudo foi determinar as diferenças nos fatores associados ao
desenvolvimento profissional docente em professores de escolas públicas na região metropolitana de
Lima, Peru, de acordo com seu grau acadêmico, sexo e nível de escolaridade. A abordagem da pesquisa
foi quantitativa, delineamento não experimental, tipo descritivo, nível comparativo. O instrumento
utilizado foi o Questionário de Desenvolvimento Profissional Docente (Porras, 2020), obtido por meio de
formulário Google; a amostra foi composta por 384 professores de escolas públicas. Os resultados
mostram que não existem diferenças significativas no desenvolvimento profissional dos professores de
acordo com o sexo; no entanto, existem diferenças estatísticas significativas no desenvolvimento
profissional dos professores de acordo com a situação profissional; de acordo com o nível onde trabalham
e de acordo com o grau académico. Conclui-se que não existem diferenças significativas no
desenvolvimento profissional dos professores segundo o sexo; no entanto, existem diferenças
significativas em termos de situação profissional, nível de emprego e grau académico, sendo o
desenvolvimento profissional uma oportunidade de aprendizagem e melhoria contínua da prática docente.
Palavras-chave: Desenvolvimento profissional, professor, escolas, ensino.
Publicado: 27/12/2023
Aceptado: 12/10/2023
Recibido: 09/10/2023
Open Access
Scientific article
https://doi.org/10.47422/ac.v4i4.158
Artículo original
Professionals On Line
ISSN: 2709-4502
https://journalalphacentauri.com/index.php/revista
Este artículo es publicado por la Revista de Investigación Científica y Tecnológica Alpha Centauri, Professionals On Line SAC. Este es un artículo de acceso abierto, distribuido bajo
los términos de la Licencia Creative Commons Atribución 4.0 Internacional (https://creativecommons.org/licenses/by/4.0/) que permite compartir (copiar y redistribuir el material en
cualquier medio o formato) y adaptar (remezclar, transformar y construir a partir del material) para cualquier propósito, incluso comercialmente.
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INTRODUCTION
In recent times, the demands and expectations for
better quality teaching and learning have received
greater interest from education policymakers,
researchers, and school leaders (Hillel & Ramírez-
García, 2022).
Focusing on the quality of teaching practice, it is stated
that it depends on the acquisition of relevant
knowledge and skills that can guarantee effective
teaching; For this reason, the continuous professional
development of professionals in the education sector
is a key element to guarantee the quality required in
teaching (Acevedo & Sánchez, 2021); This need is
evidenced with greater intensity in the current post-
pandemic context due to the urgency of responding to
the educational needs of students as well as the
absence of actions aimed at teacher development in
knowledge and application in the area Technological.
Improving the quality of education is a constant
interest, therefore, the need to change the strategies
used for the development of the teaching career,
highlighting the importance of a system that allows
regulating the professional field of in-service teachers
and that positively influences it (Cordero & Pedroza,
2021).
In this sense, it is inevitable to consider teacher
professional development no longer as an option, but
as a primary element to face the demands of society
(Vargas et al., 2021).
Internationally, many teachers in low-resource
countries lack the skills to teach effectively;
professional development programs are the main tool
used by governments to reverse teacher problems and
achieve improvements in pedagogical practice
(Hassler et al., 2018).
In countries with greater economic resources, teachers
develop professionally through courses, workshops,
conferences, seminars, observation visits or in-service
training, obtaining improvements in their classroom
performance and learning achievements; this
participation is linked to incentives such as promotion
or increase in their assets (Sims & Fletcher-Wood,
2021).
On the other hand, in the Latin American context,
important progress has been made through educational
reforms supported by the contributions of various
multilateral organizations, focused on raising the level
of teaching practice and thus improving educational
quality and coverage (Herrera, 2019). These changes
were due to the low results in student learning obtained
in the different evaluations, inadequate training
systems, as well as the meagre budgets allocated
(Ríos, 2019); Currently, investment in education is an
aspect that generates concern in government
authorities, due to the fact that the impact of the
pandemic is still latent (ECLAC, 2020).
In Peru, in a study carried out with teachers and
students of pedagogy, more than 95% have positive
attitudes regarding their career and professional
development; Despite this, it was noted that 19 per
cent of teachers have a dissatisfied attitude with the
salaries they receive; likewise, 31% of them show a
negative attitude towards interpersonal relationships
with their colleagues (UNESCO, 2017). Teachers'
perceptions and attitudes regarding their profession,
job satisfaction, and relationships between teachers
within their school influence their professional
development (García-García et al., 2019).
In this country, the normative document Framework
for Good Teaching Performance is a tool that presents
clear guidelines for teacher training, advocates rigor in
the evaluation of teaching practice, encourages and
recognizes good performance and, above all, good
practices in their eagerness to achieve permanent
professional development (Minedu, 2014).
Although progress has been made in the establishment
of teacher policies, there are still shortcomings in the
material conditions that allow ensuring the continuity
of teacher professional development (Cuenca &
Vargas, 2018); this is a fact that hinders the path
towards educational quality.
Teacher professional development programs must
respond to the pedagogical needs of teachers, in such
a way as to fill those gaps in their initial training
regarding knowledge, attitudes, and skills in order to
improve their performance in the classroom and
promote better learning in their students (Tican &
Dinçman, 2022).
Taking into account the particular context of each
school is very important, this would make professional
development more relevant to the daily work of
teachers; in addition, the relevance of the contents;
professional development in schools has other
advantages such as increased collaboration between
teachers, initiation or reinforcement of collective
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reflection on teaching practice, and school
improvement (Cho et al., 2021);this way of
determining the content of teacher development
programs is not to squander the resources allocated,
as some previous studies have stated (Maboya et al.,
2022); On the contrary, it is essential to plan
professional development programs according to the
specific needs of the teacher, prioritizing follow-up
and advice to the detriment of training actions focused
on instrumental and pedagogical elements (Dos Santos
et al., 2018).
Teacher professional development is related to
teachers' learning and the use of such knowledge and
skills in the classroom to improve the academic level
of students and the quality of education in a
sustainable way (Meesuk et al., 2021); In the same
vein, it can be said that it is important for teacher
development to be recognized by peers and receive
incentives from their managers and the entity It is
important to encourage them to continue strengthening
their pedagogical practice, not only through formal
courses but also through the exchange of experiences
among colleagues within educational institutions
(Bolívar, 2015, cited in Bakieva et al., 2019).
The professional development of teachers is not only
focused on their training; but also, it involves social,
personal and affective relationships in its different
areas, among which is the professional aspect that
involves promotions, academic publications, among
others; and the institutional aspect such as the school's
organizational structure, work environment, etc.,
which enable or interfere with the development of the
teaching career (Imbernón, 2020).
The technical-pedagogical, personal, social and
institutional factors considered in this article are those
proposed by Silva (2007).
The technical-pedagogical factor of teacher
professional development is linked to teaching; that is,
the use of educational and didactic resources,
curriculum planning and the autonomy of the teacher
in the development of his or her work (Porras, 2020);
likewise, with respect to educational materials, it
includes analysis and production (Barolli et al., 2019).
The second factor, social personnel, it is related to
the teacher's self-critical reflection on their
pedagogical practice, assuming difficulties as a
starting point for improvement in their performance,
another aspect of this factor is the satisfaction they
have in their workplace for being recognized and the
security they demonstrate in the exercise of their
career (Porras, 2020; UNESCO, 2019) and the third
factor, institutional, refers to the participation of
teachers in the cultural aspects of school organization,
demonstrating involvement in the actions considered
in the annual work plan; in the same way, they interact
with their peers, enabling collaborative work and
reflection (Matranga, 2022; Porras, 2020).
Developing this factor requires attention to opinions
and expectations in the teaching career as well as to
the teacher's self-perception of his or her role
(Makovec, 2018).
METHODOLOGY
The focus of this study was quantitative, non-
experimental, descriptive and comparative. The
sample consisted of 384 teachers from state schools in
Metropolitan Lima, the sampling was intentional non-
probabilistic, the technique used to collect the data was
the survey, whose instrument was the questionnaire
"Teacher Professional Development" 1, whose
authorship corresponds to the aforementioned author,
Porras, which was reached by Google form, this
instrument consisted of 30 items, distributed in 3
factors (technical, pedagogical, personal, social and
institutional) whose scale was Likert (Always,
Sometimes, Never), being their levels and ranges:
High (61-90), Medium (31-60), Low (30-1) the
content valuewas made through expert judgment. The
concordance test was used through Aiken's Coefficient
V (0.97), reliability was performed with Cronbach's
Alpha statistic (0.901 - very high); SPSS V25 was
used to perform the data analysis, considering that the
addressed variable is statistically qualitative ordinal.
Finally, the Friedman test was applied, as it is non-
parametric applied to a sample with various factors,
and the Mann-Whitney U test was applied to find the
differences according to sex, work condition, level of
work and academic degree of the teachers
participating in the study.
RESULTS
Descriptive analysis
As can be seen in Table 1 and Figure 1, teacher
professional development in the sample studied
represents a low level of 18.8%, medium 43% and
high 38.3%; in general, between medium and high
prevails 81.3%, which implies a significant effort and
self-interest in teacher professional development in
the schools studied; although there are aspects that can
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be improved if we look at the low and medium level,
which together represent 61.8%.
Table 1
Teacher Professional Development.
Level
Frequency
Percentage
Low
72
18.8
Middle
165
43.0
High
147
38.3
Total
384
100,0
Source: Teacher Professional Development Questionnaire Database SPSS V.25
Figure 1
Frequency diagram of the levels of Teacher Professional Development
As can be seen in Figure 2, in the factors that involve
teacher professional development, a high level
prevails in pedagogical technical development
(37.2%) and institutional professional development
(49.7%), in the personal social development factor a
medium level prevails (43.2%). In general, this
reflects the fact that the factors that comprise the
professional development of teachers are being well
conducted by their own actors, there are some aspects
that would be important to enhance, as is the case of
professional development in the personal and social
factor.
Figure 2
Diagram of frequencies of Teacher Professional Development according to factors involved
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As can be seen in Table 2, teacher professional development by sex has better levels in women, reaching a high level
of 41.3%, while in men it has a high level of 29.6%
Table 2
Teacher Professional Development by Gender
Level
Initial
Primary
High school
Teacher Professional Development
Low
4
43
25
12,1%
17,7%
23,1%
Middle
9
102
54
27,3%
42,0%
50,0%
High
20
98
29
60,6%
40,3%
26,9%
Total
33
243
108
100,0%
100,0%
100,0%
Source: Teacher Professional Development Questionnaire Database SPSS V.25
As can be seen in Table 4, the professional
development of teachers according to academic degree
presents better results in those professionals who have
a doctorate degree (high, 73.7%), followed by those
professionals who have a master's degree (high,
37.6%) and finally those professionals who have a
bachelor's degree (high, 35.2%).
Table 4
Teacher Professional Development according to academic degree
Academic degree
High school
Doctorate
Mastery
Teacher Professional Development
Low
40
2
30
22,3%
10,5%
16,1%
Middle
76
3
86
42,5%
15,8%
46,2%
High
63
14
70
35,2%
73,7%
37,6%
Total
179
19
186
100,0%
100,0%
100,0%
As can be seen in Table 5, teacher professional development according to employment status presents better levels
in hired staff with a high level of 49.6% compared to appointed staff with a high level of 33.6%.
Table 5
Teacher Professional Development according to working conditions
Employment Status
Contract Teacher
Appointed Teacher
Teacher Professional Development
Low
16
56
14,2%
20,7%
Middle
41
124
36,3%
45,8%
High
56
91
49,6%
33,6%
Total
113
271
100,0%
100,0%
Source: Teacher Professional Development Questionnaire Database SPSS V.25
Inferential Analysis
Hypothesis Testing
Decision rule;
If p-value > 0.05, the Null Hypothesis (Ho) is accepted
If p-value < 0.05, the Null Hypothesis (Ho) is rejected.
And, Ha is accepted
In Table 6, the result of the p_valor of the Friedman
test p_valor = 0.002 < 0.05; therefore, Ho is rejected.
Therefore, it can be stated that: there are significant
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differences between the factors associated with the
professional development of teachers in public schools
in Metropolitan Lima.
Table 6
Friedman's Test
Test-to-Test Statisticians
N
384
Chi-square
12,911
Gl
2
Asymptotic sig.
,002
to. Friedman's Test
Source: Teacher Professional Development Questionnaire Database SPSS V.25
Likewise, in Table 7, it can be observed that the result of the p_valor of the Mann-Whitney U test p_valor = 0.110 >
0.05; There are no statistically significant differences in teacher professional development according to sex.
Table 7
Mann-Whitney U Test: Difference by Sex
Test-to-Test Statisticians
Teacher Professional Development
U de Mann-Whitney
12611,500
W for Wilcoxon
17462,500
Z
-1,597
Asymptotic sig. (bilateral)
,110
to. Grouping variable: Sex
Source: Teacher Professional Development Questionnaire Database SPSS V.25
Likewise, in Table 8, it can be observed that the result of the p_valor of the Mann-Whitney U test p_valor = 0.005<
0.05; There are significant statistical differences in teacher professional development according to working
conditions.
Table 8
Mann-Whitney U Test Difference According to Work Condition
Test-to-Test Statisticians
Teacher Professional Development
U de Mann-Whitney
12709,000
W for Wilcoxon
49565,000
Z
-2,835
Asymptotic sig. (bilateral)
,005
to. Grouping variable: Employment Status
Source: Teacher Professional Development Questionnaire Database SPSS V.25
Likewise, in Table 9, it can be observed that the result of the p_valor of the Kruskal Wallis test p_valor = 0.003<
0.05; There are statistically significant differences in teacher professional development according to initial, primary
and secondary levels.
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Table 9
Kruskal Wallis Test Difference by Level
Test Statisticiansa,b
Teacher Professional Development
H for Kruskal-Wallis
11,566
Gl
2
Asymptotic sig.
,003
to. Kruskal Wallis Test
b. Grouping Variable: Level
Source: Teacher Professional Development Questionnaire Database SPSS V.25
Likewise, in Table 10, it can be observed that the result of the p_valor of the Kruskal Wallis test p_valor = 0.011<
0.05; There are statistically significant differences in the professional development of teachers according to academic
degree.
Table 10
Kruskal Wallis test differentiates according to academic grade
Test Statisticiansa,b
Teacher Professional Development
H for Kruskal-Wallis
9,060
Gl
2
Asymptotic sig.
,011
to. Kruskal Wallis Test
b. Grouping variable: Academic degree
DISCUSSION
The present study, in reference to the general
objective, has demonstrated through the Friedman test,
that there are significant differences between the
factors associated with the professional development
of teachers in public schools in Metropolitan Lima. It
has been found that in the factors that involve teacher
professional development, pedagogical technical
development prevails at a high level (37.2%), agreeing
with the findings of Makovec (2018) where a high
value is given to the technical-pedagogical dimension
in relation to the planning and implementation of
learning activities and the use of various methods for
instruction. Likewise, the institutional professional
development factor prevails at a high level (49.7%),
referring to this factor, Cisternas (2019) pointed out
the importance of valuing spaces for reflection and
analysis of pedagogical practices by teachers for the
improvement of their competencies; learning is
significant as a result of sharing experiences, an
activity that also promotes, strengthening relationships
between teachers.
In contrast to the results of this study, we find
Escribano (2018) in whose research he concluded that
in Latin America the conditions for teaching work are
discouraging due to the fact that pedagogical
innovation and good practices in the classroom are not
encouraged. As for social recognition, it is almost
non-existent.
The results in general reflect that the factors that
comprise the professional development of teachers are
being well conducted by their own actors, there are
some aspects that would be important to enhance, such
as the personal and social factor.
Likewise, it was found that there are statistically
significant differences in the professional
development of teachers according to sex, with a high
level of female sex 41.3% and male sex 29.6%; which
differs from the findings found by Hillel & Ramírez-
García (2022) where no statistically significant
associations were observed between the variable
teacher professional development and demographic
characteristics related to men and women; In the
professional development of teachers according to
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their working condition, there are statistically
significant differences, with 49.6% of the hired staff
and 33.6% of the appointed staff having a high level;
According to Unesco (2017), job insecurity drives
contracted teachers to develop more favorable
attitudes towards personal relationships and the
fulfillment of institutional activities.
There are statistically significant differences in teacher
professional development according to level: initial
(high, 60.6%), primary (high, 40.3%) and secondary
(high, 26.9%), unlike the findings of the Organisation
for Economic Co-operation and Development (2018)
who stated that teachers' participation in teacher
professional development is almost universal,
regardless of the level of education they teach.
Primary teachers tend to be slightly more involved in
teacher professional development activities than
secondary school teachers.
In the professional development of teachers according
to academic degree, the following results were
obtained, with the degree of doctor (high, 73.7%),
teacher (high, 37.6%) and bachelor (high, 35.2%),
with significant statistical differences; the findings are
similar to those found by Hillel & Ramírez-García
(2022) in which it was observed that there are
statistically significant differences in teachers with
different educational levels; according to Orellana-
Fernández et al., 2018, the academic degree is
recognized in various areas as an indicator of quality;
In addition, according to school principals, academic
distinctions are endorsed in the teacher's work
performance.
CONCLUSIONS
The research shows, according to the processed
results, that the professional development of teachers
in the sample studied, at a low level, represents 18.8%,
medium 43% and high 38.3%; in general, between
medium and high prevails 81.3%, which implies an
important effort and self-interest in the professional
development of teachers in the public schools studied;
although there are aspects to continue improving if we
look at the low and medium level that together
represent a 61.8%.
In addition, there are statistically significant
differences in the factors involved in teacher
professional development, having determined that at a
high level technical pedagogical development prevails
(37.2%) and institutional professional development
(49.7%), in the personal social development factor a
medium level prevails (43.2%). In general, this
reflects the fact that the factors that comprise the
professional development of teachers are being well
conducted by their own actors, there are some aspects
that would be important to enhance, such as the case
of professional development in the personal and social
factor.
Teacher professional development is an opportunity
for learning and improving pedagogical practice in the
classroom, as long as these programs respond to the
professional needs of teachers; and spaces for the
exchange of experiences among peers are provided,
taking into account the context, values, becoming
aware of the daily work in the classroom as part of the
construction of knowledge and the strengthening of
collaborative work.
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