The Challenges That Principals Face While Implementing School-Based Teacher Professional Development Programs

Education and training policies are developed from time to time to improve the quality and efficiency of a country's education system. The school-based teacher professional development program was introduced to the school system in 2019 with new guidelines to enhance the professional development of the teacher, who is a key stakeholder in education. Along with these guidelines, planning, organizing and implementing school-based teacher professional development programs is a major responsibility of the principal. The purpose of this study was to uncover the challenges faced by principals in the North Central Province in this process. As the sample of this study using mixed research methodology, 40 principals representing AB, 1C, 2 and 3 type schools in Anuradhapura and Polonnaru districts were selected under random sampling method. A questionnaire was used as data collection instruments and 15 statements were given from the questionnaire to uncover the problems and challenges they face in implementing school-based teacher professional development programs. The responses received for that were analyzed quantitatively using simple statistical methods using the 21 software. According to the data analysis, it is difficult to find qualified resource persons for school-based teacher professional development programs, insufficient financial allocation for the programs, lack of expected support from teachers to plan professional development programs, unwillingness of teachers to participate in programs conducted outside of school hours, professional development goals In addition to the challenges of not receiving the necessary technical guidelines from the authorities to create an established school culture, it was revealed in this study that principals face challenges in providing physical resources in the implementation of school-based teacher professional development programs.