SITUATIONAL ANALYSIS AND DEVELOPMENT OF A MODEL FOR CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS IN PRIVATE EDUCATIONAL INSTITUTIONS

Abstract

Continuous Professional Development (CPD) is essential for enhancing teachers' skills and improving educational quality, but its implementation in private institutions often faces challenges. This study examines the obstacles teachers face in accessing effective CPD and develops a structured model to address these issues. Using a mixed-methods approach, the research gathered quantitative data from 428 teachers and 134 head teachers, and qualitative insights from focus group discussions with educational experts. Findings reveal that CPD programs are inconsistently applied, with barriers such as time constraints, insufficient funding, lack of institutional support, and low teacher motivation. Teachers often rely on self-directed learning due to limited access to formal training. The study highlights the importance of leadership involvement, need-based training, financial incentives, and structured policies for successful CPD. The proposed CPD model emphasizes institutional support, systematic needs assessments, and leadership-driven initiatives to ensure sustainable professional development and improve educational outcomes in private institutions