Investigating teachers’ barriers to self-driven professional development: Voices from Indonesia

Abstract

Although self-driven professional development (SDPD) has been much discussed and reported in teacher professional development, limited empirical evidence on exploring teachers’ barriers to SDPD. To fill this void, this article showcases the obstacles encountered by the teachers in their SDPD activities. The findings reveal that teacher’ limited time, inadequate knowledge, poor teacher professional development, and peer quality are as the hindrance factors.