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A Study on Receptivity and Perception of School Teachers towards Online

Continuing Professional Development

Preprint · September 2020

DOI: 10.13140/RG.2.2.25066.95689

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Rikisha Bhaumik Anita Priyadarshini

Kendriya Vidyalaya Indira Gandhi National Open University (IGNOU)
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International Conference on Distance Education and Educational Technology (ICE-
CDOL 2020)
Theme: Learning and Teaching with Technologies
A Study on Receptivity and Perception of School Teachers towards Online Continuing
Professional Development
Rikisha Bhaumik1, Dr. Anita Priyadarshini2,*
1
Research Scholar, STRIDE, IGNOU, New Delhi, India
2
Associate Professor, STRIDE, IGNOU, New Delhi, India
Presenting Author: hrikisha7@gmail.com
*Corresponding Author: anitapriyadarshini@ignou.ac.in
Abstract:
A teacher’s continuing professional development (CPD) is fundamentally important if he/she
is to accomplish his/her task of guiding learners in an increasingly complex learning ecosystem.
A CPD program is one which provides continuous, ongoing, work-embedded support to
teachers throughout their career span. As a systematic and planned program, it helps teachers
to continually acquire and document relevant knowledge and skills. The recent draft National
Education Policy (NEP) 2019 also stresses the need of CPD of teachers and recommends online
teacher development modules. However, the question is: Are teachers ready for such
technology-led professional development?
In the present study, a survey was conducted on 61 school teachers selected using
nonprobability sampling method. A questionnaire comprising five objective-type questions and
10 Likert-type items was used for obtaining the data. The items were designed and categorized
to collect information from teachers about awareness of CPD, sensitivity for professional
development, and perception toward online CPD (oCPD).
The results showed that senior secondary school teachers (78.9%) were better aware of CPD as
compared to secondary (53.8%) and primary (62%) teachers participating in the survey. While
unavailability of internet and digital devices was perceived as a hindrance to prevent oCPD, the
convenience of anytime-anywhere learning was found to be a factor in favor of oCPD. A
significant proportion of participants (62.2%) strongly agreed to the need of continuous
upgrading of one’s knowledge and skills. 44.3% of the participants were found agreeing in
favor of an oCPD if it provided easy-to-use interface and relevant learning resources. However,
only 11.47% felt that an online CPD program could be as effective as a face-to-face program.
The findings of this study can have considerable implications for the organizations endeavoring
to develop an effective oCPD program for school teachers. It will help researchers to replicate
or further investigate other related dimensions of teacher professional development. The study
will add to findings dealing with the role of CPD in enhancing teachers’ quality for improved
learning outcomes.
Keywords: Teacher professional development, online CPD, perception of teachers, lifelong
learning
Introduction:
Continuous professional development (CPD) of teachers refers to a continuous and systematic
process by which teachers enhance their professional knowledge, capabilities, and skills with
time. In today’s context, CPD is increasingly gaining importance by virtue of teachers being
seen as lifelong learners. The accelerating pace with which internet and other disruptive
technologies have affected the way education is imparted requires teachers to continuously
upgrade their knowledge and skills to remain relevant and effective. Online learning is
becoming popular among the students and there are innumerable online learning media and
open educational resources (OER) available at the disposal of a learner. Pachler & Daly (2006)
said that teacher including all online learners have many affordances available for knowledge
construction in the ‘knowledge age’.
A teacher can no longer merely transmit information to the learners. A teachers’ role is
undergoing significant transformation in the age of technology and knowledge explosion.
He/she needs to be pedagogically sound, adept with the changes in the knowledge of the subject
taught, innovative in using teaching methodologies, and skilled in using the latest learning
technologies. Intensive, sustained, content-focused online professional development can
produce positive change in pedagogical content knowledge of teachers according to Dash et al
(2012). Above all, he/she must be perceptive enough to notice the subtle and swift changes in
relevant technologies having direct bearing on his/her trade. It is, therefore, pertinent for
teachers to be lifelong learners.
Lifelong learning (LL) connotes the wide spectrum of activities in the life of an individual
through which he/she puts conscious efforts towards continual knowledge and skill acquisition.
These activities of self-learning are usually in the form of formal, informal, and non-formal
processes, or may be experiential in nature. LL is a continuous and voluntary process for
personal and professional development. It may involve learning, unlearning, and re-learning
according to the need of changing times. To overhaul the educational system, teacher should
become a part of the lifelong learning until the stage of learning society is reached (Dhaliwal,
2015).
With the intervention of education technology and web-based learning, the expectations from
teachers are changing from being a sole bearer of knowledge into becoming a facilitator of
learning. The teachers are now expected to teach online and use digital resources with great
efficiency. The role of a teacher is becoming more complex and challenging day by day.
The training support whatever available to the teachers are currently in the form of face-to-face
in-service training programs (INSET) or intermittent workshops and orientation programs.
Such programs may have been more productive for earlier times or before the abundance of
internet and World Wide Web (www) but are now loosing relevance in the rapidly changing
networked world. In such a scenario, it is relevant to talk about online CPD program for teachers
to provide them with adequate support and resources, which can enable them to face challenges
in their profession. While studying the effect of a professional development program on
improving teacher feedback during active learning, Van den Bergh et al (2014) found that such
programs successfully caused change in teachers’ beliefs and improved their feedback behavior.
However, before subjecting teachers to an online professional development program, it is
necessary to assess teachers’ awareness about their own professional development, how
receptive they are for undergoing an online CPD program, their perception towards technology-
enabled learning, and what they think as potential barriers and benefits in undergoing an oCPD
program.
Purpose of Study:
1. To assess the awareness of school teachers for continuous professional development.
2. To study perception of school teachers towards online CPD programs.
3. To assess the receptivity towards undergoing an online CPD program for own
professional development.
This paper used these three variables, viz. Awareness, Receptivity and Perception to check
teachers’ inclination towards a CPD program and to particularly obtain their opinion about an
online CPD program. The researcher defined these variable in the following manner.
Receptivity was defined as the extent to which teachers show willingness towards undergoing
professional development through online programs. Perception was defined as teachers’ own
impression or understanding of CPD, or their own way of thinking about CPD; and awareness
was determined by the level of authentic knowledge or information teachers possessed about
the concept of CPD.
Methodology
The research was conducted on 70 school teachers from primary, secondary, and senior
secondary level of a senior secondary school of Delhi affiliated to Kendriya Vidyalaya
Sangathan. A questionnaire containing five objective-type and 10 Likert-type items was
personally distributed to 70 teachers after taking prior permission of conducting such a survey
from the school principal. Out of 70, the researcher managed to receive 61 filled-in
questionnaire (average response rate - 87%). The reliability and validity of the questionnaire
were adjudged with the help of experts having considerable experience of developing research
tools. The questions were framed in a manner that out of total 15, five questions could test
awareness, five could check receptivity, and five could assess perception of teachers for online
CPD. The demographics for the male and female teachers were 32.7% and 67.2% respectively.
85.2% of teachers were regular teachers and 14.7% were contractual teachers. The distribution
of post graduate teachers (PGTs), trained graduate teachers (TGTs), and primary school
teachers (PRTs) was 31.1%, 21.3%, and 47.5% respectively. The age-wise categorization of
teachers was done within four brackets ranging from 25-34, 35-44, 45-54, and 55-66 which
came to be 29.5%, 37.7%, 18% and 14.7% respectively. The average years of teaching
experience ranging from 1-33 years came out to be 12.98 years.
Results
The following table depicts the responses to the quotient of awareness towards CPD among
teachers:
RESPONSES RESPONSES FROM RESPONSES
S.NO. ITEM DESCRIPTION
FROM PGTs TGTs FROM PRTS
What kind of professional
1. development program(s)
have you undergone in your
career so far?
Induction course 26% 15% 31%
In-service courses 89% 92% 45%
Orientation workshops 42% 15% 45%
Online professional courses
42% 15% 21%
for teachers
You understand ‘Continuing
Professional Development
(CPD)’ as:

Getting timely promotions

5% 0% 0%
in your career
Attending all the in-service
courses, trainings, and
21% 38% 31%
workshops as required by
2.
your organization
Ongoing process of
developing, maintaining,
and documenting your 79% 54% 62%
professional knowledge and
skills
Continuous interaction with
peers for enhancing subject 42% 46% 38%
knowledge and expertise
Strongly Strongly
Likert-type Items Agree Undecided Disagree
agree disagree
An online learning course
also helps in enhancing
3 functional operating 46% 46% 7% 2% 0%
knowledge of computers.

Do you feel that an online

CPD may also help you in
4 online teaching if required 30% 54% 10% 7% 0%
in future?

The Governmental
initiatives like ‘DIKSHA’
and ‘NISHTHA’ for
5 technology enabled online 13% 66% 13% 8% 0%
learning portal for teachers’
and school heads’
professional development
 are positive steps towards
improving teacher quality.

The following table depicts the responses to the quotient of perception towards CPD among
teachers:
RESPONSES RESPONSES FROM RESPONSES
S.NO. ITEM DESCRIPTION
FROM PGTs TGTs FROM PRTS
Continuous professional
1 development (CPD)
programs must:
Be planned and systematic 5% 8% 10%
Provide real-time work
0% 8% 0%
embedded support
Enable opportunities to
0% 31% 7%
update with new changes
All the above 95% 62% 86%
Strongly Strongly
Likert-Type Items Agree Undecided Disagree
agree disagree
It is important to
continuously upgrade
oneself in terms of
2 knowledge and skills in 62% 15% 21% 0% 0%
today’s time of knowledge
explosion?

The benefits of an online

CPD program will enable
3 28% 56% 10% 5% 0%
you to improve your
classroom transaction.
Poor internet and
broadband connectivity is
4 a major barrier for success 39% 61% 0% 0% 0%
of an online CPD program
in the country.
Knowledge of computer
applications is must for
5 doing an online 46% 46% 7% 2% 0%
professional development
course.

The following table depicts the responses to the quotient of receptivity for an oCPD program
among teachers:
RESPONSES RESPONSES FROM RESPONSES
S.NO. ITEM DESCRIPTION
FROM PGTs TGTs FROM PRTS
Which of the following factors will
1. attract you to join an online program
for professional development?
Convenience of anytime anywhere
37%
learning 62% 52%
24X7 support services 21% 15% 31%
 Instant query resolution 16% 0% 24%
Customized learning resources 32% 31% 21%
Which of the following factors will
prevent you from joining an online
program for professional
development?
Reluctance to use technology 5% 15% 3%
2.
Lack of faith in online courses 16% 15% 10%
Absence of a physical
37% 31% 14%
teacher/instructor
Unavailability of internet and internet
42% 38% 66%
supporting electronic devices
Strongly Strongly
Likert-type Items Agree Undecided Disagree
agree disagree
You take initiative for your own
professional development in form of
3 voluntary participation in such 28% 30% 39% 2% 2%
programs conducted by various
organizations?
If you are provided an online CPD
program with an easy-to-use interface
4 where you can manage your learning 44% 38% 13% 5% 0%
resources and your portfolio you are
to opt likely for it.
Online continuing professional
development program can be as
5 11% 46% 28% 15% 0%
effective as face-to-face programs for
professional development.

Majority of the teachers had attended in-service courses as a part of professional development
program as can be inferred from responses by PGTs (89%), TGTs (92%), and PRTs (45%)
respectively. Orientation workshops and induction programs were also attended by a
considerable number of respondents. According to the responses, PGTs who already underwent
online professional courses were found to be more numerous ~ 42% as compared to PRTs
(21%) and TGTs (15%). Majority of the teachers – 79%, 54% and 62% of PGTs, TGTs and
PRTs respectively – recognized that CPD is an ongoing process. However, 38% TGTs, 31%
PRTs and 21% PGTs also equated CPD with attending all in-service courses, training and
workshops as required by their organization. Continuous interaction with peers was also
considered important by about 42% of teachers as a way of enriching oneself. A large number
of teachers (92%) agreed that online learning could help in enhancing their functional operating
knowledge of computers. Of total respondents, 30% strongly agreed and 54% agreed that online
CPD may help them in online teaching if required in future. 79% recognized that governmental
initiatives like DIKSHA and NISTHA were positive steps towards improving teacher quality.
On the dimension of teachers’ perception towards continuous professional development and
oCPD programs, 95% PGTs, 62% TGTs and 86% PRTs viewed a CPD program as one which
is planned and systematic, could provide real time work embedded support, and enable
opportunities to update with new changes. 77% of the respondents regarded it important to
continuously upgrade oneself in terms of knowledge and skills, while 21% were undecided.
84% respondents believed that an online CPD will enable them to improve their classroom
transaction. 39% strongly agreed and 61% agreed that poor internet and broadband connectivity
act as major barriers in success of an online CPD program in the country. A large number of
participants (92%) thought knowledge of computer applications to be must for doing an online
professional development course.
While assessing the receptivity of teachers towards an online CPD, the following results were
obtained. Convenience of anytime, anywhere learning was seen as the most attractive reason
for joining an online CPD program as evident from responses in favor by 62% TGTs, 52%
PRTs and 37% PGTs. This was followed by the second popular response to the question, i.e.
availability of customized learning resources favored by 32% PGTs, 31% TGTs and 21% PRTs.
Presence of 24X7 support services (21% PGTs, 15% TGTs and 31% PRTS) and instant query
resolution (16% of PGTs and 24% of PRTs) were also seen as reasons to join online CPD
programs. Among the factors which prevent from joining an online course, a maximum 42%
PGTS, 38% TGTs and 66% PRTs responded to unavailability of internet and supporting digital
devices. Absence of a physical teacher was seen as a limitation by 37% PGTs, 31% TGTs and
14% PRTs. 16% PGTs, 15% TGTs and 10% PRTs also exhibited lack of faith in online courses
while a less number of teachers (5% PGTs, 15% TGTs and 3% PRTs) expressed reluctance to
use technology for not opting an online course. 58% teachers said that they take initiatives for
their own professional development by participating voluntarily in such courses. 39% of the
teachers were undecided on this question. 78% of teachers showed their willingness to go for
an online CPD program if they were provided an easy-to-use interface where they could easily
manage their learning resources and portfolio. However, only 11% of respondents could
strongly agree that online CPD can be as effective as a face-to-face program. 46 % could agree,
28% were undecided, and 15% disagreed to the effectiveness of online CPD program.
Recommendations
Professional development of teachers in Kendriya vidyalayas is done through periodic in-
service courses. However, the number of workshops and induction courses attended by the
respondents doesn’t show encouraging numbers. Organizing workshops and induction courses
in large numbers throughout the year requires large expenditure and plenty of physical
resources. On the part of teachers, it implies that they may have to miss their teaching days to
participate in such workshops. This may be taxing for the schools which are already facing
teacher shortages. In such scenario, an online continuing professional development program
not only seems feasible but also appears relevant for the ongoing digital age. Such an online
program will also enable teachers to get equipped with the virtual learning environment (VLE)
or online learning environment (OLE) for their own learning. Gradually, this may built
confidence to optimally use online learning resources and environment for online teaching if
required in future. As Pachler & Daly (2006), in their study of teachers’ professional
development in virtual environment, noted that multiple transformations happen within the
electronic environment and that online learning isn’t only a reality but it also helps professionals
to better understand the learning practices they undergo.
Many teachers are either still unaware of the governmental online initiatives for teacher’s
professional development like DIKSHA and NISHTHA or are unable to perceive their benefits.
Hence, it is highly recommended that a strong advocacy program must be taken up for
sensitizing teachers about their professional development and also the online platforms
available for such a cause. Both government and non-government organizations are required to
come forward for more such initiatives for continuous professional development of teachers
through online courses. Such online CPD must be planned, systematic, provide real-time work-
embedded support, and help teachers in up skilling and re-skilling. The major barrier perceived
by teachers in opting for an oCPD was internet connectivity and lack of supporting devices.
Internet connectivity needs to be strengthened more along with easy availability of internet
supporting digital devices across the country. There is also a ‘technology fear’ as many teachers
considered knowledge of computer applications to be must for doing an online course. Such
perception stems out from lack of learner support services which must be availed to a learner
while undergoing any online course. Hence, it is recommended that an online CPD program
must also provide learner support services.
The advocacy program for online professional development courses should underline the many
benefits such as anytime, anywhere learning, customized learning resources, 24X7 support
services, and instant query resolution. A teacher’s busy schedule can be accommodated well by
an online CPD so that teachers can continuously update themselves anytime anywhere.
According to the results of this study, still 43% teachers do not engage in any kind of
professional development program voluntarily. A teacher’s professional development is a key
to improve teacher quality which is in turn has been found to be directly correlated with
students’ learning outcomes. Teachers’ participation in CPD is crucial for their quality along
with the quality of schools and student’s learning (De Vries et al, 2013).
A work embedded CPD should be an integral part for every teacher; if not mandatory, it can be
incentivized so that the teachers get motivated for their professional development. The faith for
effectiveness of an online CPD course is still less among the teachers. To overcome this, more
exposure of teachers to OLE and latest online learning technologies need to be made so that
they can get first-hand experience of the benefits of online courses.
Acknowledgment
I am grateful to my supervisor Dr. Anita Priyadarshini for guiding and co-authoring the paper.
I express my gratitude for Sh. Awadhesh Dubey, Principal, K.V., Sec-2, R.K.Puram for
allowing to conduct the survey for data collection. I am thankful to all the teachers who
participated in the survey.
References
Dhaliwal, M.K. (2015). Teachers Becoming Lifelong Learners. The Business & Management
Review, 5(4).
 De Vries, S., Van de Grift, W. J.C.M., & Jansen, E.P.W.A. (2014). How teachers’ beliefs about
learning and teaching relate to their continuing professional development. Teachers and
Teaching, 20(3).
Pachler, N., & Daly, C. (2006). Professional Teacher Learning in Virtual Environments. E-
Learning and Digital Media, 3(1), 62–74.
Van den Bergh, L., Ros, A., & Beijaard, D. (2014). Improving Teacher Feedback During Active
Learning: Effects of a Professional Development Program. American Educational
Research Journal, 51(4), 772–809.
Harland, J., & Kinder, K. (1997). Teachers' continuing professional development: framing a
model of outcomes.
Dash, S., Magidin de Kramer, R., O’Dwyer, L.M., Masters, J., & Russell, M. (2012). Impact of
Online Professional Development on Teacher Quality and Student Achievement in Fifth
Grade Mathematics. The Journal of Research on Technology in Education, 45(1), 1-26.

About the authors

Rikisha Bhaumik is a research scholar in Distance Education at STRIDE, IGNOU. She has
done M.A. (Education) and holds NET-JRF in Education. Her research area pertains to online
continuing professional development for teachers.
Dr. Anita Priyadarshini is an associate professor in distance education at Indira Gandhi National
Open University. She has working experience of more than 32 years in the field of open and
distance learning, adult education, equivalency programs, and lifelong learning.

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