Keywords
teacher
schools
teaching
How to Cite
Abstract
Improving the quality of education is a constant concern; therefore, among many factors, it is inevitable to consider teachers' professional development as an essential element to meet the demands of society. The purpose of this study was to determine the differences in the factors associated with teachers' professional development in public school teachers in Metropolitan Lima, Peru, according to their academic degree, sex and level of education. The research approach was quantitative, non-experimental design, descriptive type, comparative level. The instrument used was the Teacher Professional Development Questionnaire (Porras, 2020), obtained through a Google form; the sample consisted of 384 public school teachers. The findings show that there are no significant differences in teachers' professional development according to sex; however, there are significant statistical differences in teachers' professional development according to work status; according to the level where they work and according to academic degree. It is concluded that there are no significant differences in the professional development of teachers according to sex; however, there are significant differences in terms of work status, level of employment and academic degree, with professional development being an opportunity for learning and continuous improvement of teaching practice.
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