ORGANISATIONAL SUPPORT AND TEACHERS’ ENGAGEMENT FOR PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS OF NEPAL

Abstract

The Teacher Professional Development (TPD) Program in Nepal is a very ambitious initiative designed to support the professional growth of teachers. Organizational support along with Teachers Engagement is most to assure Professional Development. This study signifies the role of organizational support for enabling professional development engaging teachers for the growth and development of teachers. The research aims to propose and test an integrative model that looks at Organizational Support rehearses as a synergism component influencing the viability of Teachers' Engagement. Survey based cross-sectional data were collected from Secondary schools of Kathmandu valley using structured questionnaires to teachers for this non-experimental correlational research design. The Likert scale was used for expressing perception-based data in quantitative form and analyzed using a regression model. This study confirms that organizational support procedures emphatically influence Professional Development highlighting the Organizational Support as the moderators between Teachers’ Engagement and Professional Development. Organizational Support also contributes to enhancing the performance of organizations. These practices are common in Nepalese schools, but they are at a moderate level. Still, schools are running in the interest of a single person so it should be institutionalized with standard norms and values of participatory practice.