Gender Differences in Primary School Teachers’ Perceptions of Self-Directed Professional Learning

  • Sumaira Anjum MPhil Scholar, University of Education, Attock Campus
  • Dr. Umar Farooq Assistant Professor, Department of Education, University of Education Attock Campus
  • Dr. Gulnaz Akbar Lecturer (Education), GC Women University, Sialkot
Keywords: Self-directed Professional Learning; Primary School Teachers; Gender Differences; Peer Coaching


In order to better understand how Primary School Teachers’ perceive self-directed professional learning, a study was conducted to compare teachers' perceptions by gender. A self-created data collection tool, a questionnaire, was utilized. According to the study's findings, no significant difference exists between male and female perceptions of self-capability of identifying learning goals, effectiveness of learning from colleagues, awareness regarding available learning resources, knowledge about current challenges in education, and observing teaching methodologies of colleagues. It was also found that male and female PSTs know how to create a plan for their weak areas of teaching. They are capable of selecting the best method for their own learning and take responsibility for their own learning as well. According to the findings of the study, both male and female PSTs preferred peer coaching. They also observe and learn from their colleagues' experiences. Despite of the workload, a significant number of male and female PSTs engage themselves in self-directed learning. It is concluded that if PSTs have a choice in deciding learning type, they will choose self-directed learning over required professional learning sessions.

How to Cite
Sumaira Anjum, Dr. Umar Farooq, & Dr. Gulnaz Akbar. (2023). Gender Differences in Primary School Teachers’ Perceptions of Self-Directed Professional Learning. Research Journal of Social Sciences and Economics Review, 4(1), 72-81.