Teachers’ Perceptions of the Impact of Professional Development on Learning and Teaching in a Developing Nation - Article 2

Oct 15, 2026

This research examines teachers’ perceptions of how Professional Development (PD) programmes influence learning and teaching in two Fijian secondary schools. A qualitative design guided the study, using document analysis and semi-structured interviews with 30 teachers across the two case study schools. Findings highlight the need for PD to sustain changes in teaching practice for both novice and experienced teachers. The study also shows different PD needs between rural and urban teachers, and identifies teacher collaboration as the foundation of PD.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Context of Fiji’s education system

Professional Development program context

Study design and data collection

Findings and implications

Conclusion

Keywords

Australian Journal of Teacher Education | Volume 42 | Issue 11 | Article 2 | | --- | --- | | 2017
Teachers’Perceptions ofthe Impact of Professional Development on Learning and Teaching in a Developing Nation
Parmeshwar Prasad Mohan
University of Tasmania, [parmeshwar.mohan@utas.edu.au](parmeshwar.mohan@utas.edu.au)
Govinda Ishwar Lingam
University of the South Pacific, Suva Fiji, govinda.lingam@usp.ac.fj
DeepaDewali Chand
University of Tasmania, [deepa.chand@utas.edu.au](deepa.chand@utas.edu.au) | | Recommended Citation Mohan, P. P., Lingam, G. I., & Chand, D. D. (2017). Teachers’ Perceptions ofthe Impact of Professional Development on Learning and Teaching in a Developing Nation. Australian Journal of Teacher Education, 42 (11). Retrieved from [http://ro.ecu.edu.au/ajte/vol42/iss11/2](http://ro.ecu.edu.au/ajte/vol42/iss11/2) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol42/iss11/2](http://ro.ecu.edu.au/ajte/vol42/iss11/2) Australian Journal of Teacher Education Teachers’ Perceptions ofthe Impact of Professional Development on Learning and Teaching in a Developing Nation Parmeshwar Prasad Mohan Deepa Dewali Chand University of Tasmania Govinda Ishwar Lingam University of the South Pacific, Fiji Abstract: This research examined teachers'perceptions of the impact of Professional Development (PD) programmes on learning and teaching in two Fijian secondary schools. Through a qualitative research design, data were gathered using document analysis and semi-structured interviews with 30 teachers from the two case study schools. The major findings to emerge from teachers views were: 1) whether teachers are novice or experienced, PD is needed to sustain the changes made to their teaching practice; 2) the PD needs of rural and urban teachers are slightly different; and 3) the opportunity for teachers to collaborate to share ideas forms the foundation of PD. Overall, the teachers’perceptions had validated that teachers engaged in productive PD tend to work together with their colleagues to improve student learning. This study provides information on the PD needs of the teachers in Fiji, which could benefit developing nations and beyond. Keywords: Professional Development (PD); Ministry of Education; learning and teaching; impact; perceptions; rural; urban; Fiji. Introduction Fiji is spread across 332 islands in the South Pacific Ocean and according to the 2007 census had a population of 837,271 . Around half the population (412,425) are settled in rural areas (Fiji Bureau of Statistics, 2007) . Fiji’s geographical structure, limited size and the dispersed nature of the population are the root problems of the provision of educational facilities and quality teachers (Lingam & Lingam, 2013). Due to the islandness and the remoteness, primary and secondary schools are disseminated all over Fiji. Approximately 80% of primary and 52% of secondary schools are classified as rural and remote schools (Ministry of Education, 2014a) . Fiji being a developing country faces challenges with educational resources. Lack of resources has a substantial impact on the quality of educational provision (Fiji Islands Education Commission, 2000; UNESCO, 2008) . Fiji continues to pursue its dream to make Fiji a‘knowledge based society’ (People’s Charter for Change, Peace and Progress, 2008) . Vol 42, 11, November 2017 18 Australian Journal of Teacher Education The UNESCO’s Dakar Framework for Action (2000) adopted a world declaration on Education for All (EFA) which established the goal to provide every child with primary school education by 2015 (Ministry of Education, 2014b). Due to two political coups (in 2000 and 2006), eventhough there were some other recommendations and action plans (see below), this initiative is still being implemented. According to Bole (2014): The Ministry of Education has begun taking steps to ensure that th

FAQs

What is the focus of the study?

The study focuses on teachers’ perceptions of the impact of Professional Development (PD) programmes on learning and teaching in two Fijian secondary schools.

How was data collected for this research?

Data were gathered using document analysis and semi-structured interviews with 30 teachers from the two case study schools.

What major findings are highlighted regarding PD?

Teachers’ views emphasize that PD helps sustain changes in teaching practice, rural and urban teachers have slightly different PD needs, and collaboration among teachers underpins effective PD.

Oct 15, 2026

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