engleski

Incentives and obstacles in the process of teachers' professional development

This article aimed to examine the most important incentives and obstacles teachers face in the process of their professional development and the possible differences between Croatian and Slovenian elementary school teachers according to the years of their teaching experience. Within the framework of the project Teachers' Professional Development, Status, Personality and Transversal Competencies, we designed a questionnaire that was applied to a representative, stratified sample. The study included a total of 1, 867 Slovenian and Croatian elementary school classroom and subject teachers. As the greatest incentive, teachers expressed their desire for personal development and professional advancement, while they view the overload with professional tasks and obligations as their greatest obstacle. The research results show similarity in ranking the strongest incentives and obstacles to the professional development of Croatian and Slovenian teachers. Teachers with less work experience more commonly refer to harmonization of personal and professional life as the greatest obstacle, while generalized discouragement (resignation) is more frequently highlighted by teachers with more work experience, which points to the importance of years of service as an important factor in planning a continuous professional development (CPD) program for teachers.

elementary school teachers, professional development, incentives, obstacles

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