Exploring teachers’ self-directed learning: frequency, application, and professional experience differences

Stránka jednoduchej položky
dc.contributor.authorTemiaková, Dominika
dc.contributor.authorPavlov, Ivan
dc.date.accessioned2026-04-24T06:40:55Z
dc.date.available2026-04-24T06:40:55Z
dc.date.issued2026
dc.descriptionIn: International journal of instruction. Bazilej : Gate Association for Teaching and Education, 2026. ISSN 1694-609X. Vol. 19, no 1 (2026), pp. 671-686.
dc.description.abstractSelf-directed learning (SDL) has become an increasingly important component of teacher professional development, yet little is known about its patterns and challenges in the Slovak context. This study analysed SDL among 1,057 primary school teachers recruited through convenience sampling across Slovakia. Data were collected using a custom-designed 17-item questionnaire assessing frequency and sources of SDL, its application in practice, and perceived personal and motivational barriers. Reliability of the two multi-item scales was satisfactory (Cronbach’s α = .76–.79; McDonald’s ω = .75–.77). Descriptive statistics showed that 51.4% of respondents engaged in SDL frequently. The most valued sources were professional peer discussions and print/digital resources, while universities were rated the least relevant. Time emerged as the most demanding aspect of SDL. ANOVA showed no statistically significant overall differences in the frequency of self-directed learning across career stages. However, significant effects were found for the perceived usefulness of private providers and higher education institutions, as well as for barriers related to family time, financial burden, time management, and application of acquired knowledge. The findings demonstrate that SDL is a widespread practice among Slovak teachers, but its forms, perceived value, and barriers vary significantly with professional experience. These results highlight the need for differentiated support measures tailored to the career stage of educators.
dc.description.sponsorshipKEGA 006UMB-4/2023 Rozvoj kompetencií pre učenie sa dospelých modernými elektronickými učebnými prostriedkami
dc.identifier.doihttps://doi.org/10.29333/iji.2026.19134a
dc.identifier.issn1694-609X
dc.identifier.issn1308-1470
dc.identifier.urihttps://repo.umb.sk/handle/123456789/1412
dc.language.isoen
dc.publisherBazilej : Gate Association for Teaching and Education
dc.rightsCC BY-NC-ND Creative Commons Attribution-NonCommercial-NoDerivatives 4.0. International
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectsamovzdelávanie
dc.subjectself-directed learning
dc.subjectučitelia
dc.subjectteachers
dc.subjectprofesijný rozvoj
dc.subjectprofessional development
dc.subjectprofesijný rozvoj učiteľov
dc.subjectprofessional development of teachers
dc.titleExploring teachers’ self-directed learning: frequency, application, and professional experience differences
dc.typeArticle
dc.typeinfo:eu-repo/semantics/article

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