Professional Development and Teacher Efficacy in Kachin State, Myanmar: A Qualitative Study

Lum Pan Hpaulu 1 Philippines
1 Inclusive Education, School of Advanced Studies, Saint Louis University, Baguio City, Philippines
Link Copied!
Published 2026-10-16
Vol. 6 No. 1 (2026) PAGES 449-459
DOI 10.51574/ijrer.v6i1.5548
Views / Downloads 0 0

This study investigates how professional development (PD) influences teaching confidence and pedagogical effectiveness among high school educators in Maijayang, Kachin State, Myanmar—a region severely impacted by political instability and systemic resource scarcity. Utilizing a qualitative phenomenological approach, in-depth semi-structured interviews were conducted with ten high school teachers to capture their lived experiences. Data were analyzed using Braun and Clarke’s thematic analysis framework. Findings reveal that while PD programs successfully enhance internal self-efficacy and promote student-centered instructional strategies, severe infrastructural limitations—specifically frequent power outages and lack of internet access—substantially hinder the implementation of digital or high-tech training models. Consequently, educators adapt by relying heavily on peer-to-peer mentoring and localized solution-sharing as primary drivers for sustained professional growth. This research underscores that standard, high-tech PD frameworks are often ineffective in crisis-affected environments. Ultimately, the study highlights the urgent need for context-sensitive educational interventions, emphasizing that training in resource-limited and conflict-disrupted settings must pivot toward practical, low-resource strategies and community-built support networks to foster sustainable pedagogical resilience.

Hpaulu, L. P. (2026). Professional Development and Teacher Efficacy in Kachin State, Myanmar: A Qualitative Study . ETDC: Indonesian Journal of Research and Educational Review , 6(1), 449–459. https://doi.org/10.51574/ijrer.v6i1.5548
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Ab Kadir, M. A. (2023). Connecting policy, practice and professional learning: a case study. Educational Research, 65(4), 496-514. https://doi.org/10.1080/00131881.2023.2264317
  2. Asterhan, C. S., & Lefstein, A. (2024). The search for evidence-based features of effective teacher professional development: A critical analysis of the literature. Professional development in education, 50(1), 11-23. https://doi.org/10.1080/19415257.2023.2283437
  3. Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative research in sport, exercise and health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
  4. Brunzell, T., Stokes, H., & Waters, L. (2019). Shifting teacher practice in trauma-affected classrooms: Practice pedagogy strategies within a trauma-informed positive education model. School Mental Health, 11(3), 600-614. https://doi.org/10.1007/s12310-018-09308-8
  5. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
  6. Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791-807. https://doi.org/10.1080/13603116.2017.1325074
  7. Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice?. European journal of teacher education, 40(3), 291-309. https://doi.org/10.1080/02619768.2017.1315399
  8. Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory into practice, 56(1), 3-12. https://doi.org/10.1080/00405841.2016.1241947
  9. Didion, L., Filderman, M. J., Hart, E. J., Payne, S. B., Vitale, J., Olmstead, C., & Wexler, J. (2026). High-quality special education professional development improves teacher and student outcomes. The Journal of Special Education, 00224669261423924. https://doi.org/10.1177/00224669261423924
  10. Flint, A., Rubie-Davies, C. M., & Peterson, E. (2024). Teacher views of relationships between their teaching practices and beliefs, the school context, and student achievement. New Zealand Journal of Educational Studies, 59(1), 157-173. https://doi.org/10.1007/s40841-024-00321-x
  11. Gale, J., Alemdar, M., Cappelli, C., & Morris, D. (2021, September). A mixed methods study of self-efficacy, the sources of self-efficacy, and teaching experience. In Frontiers in education (Vol. 6, p. 750599). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.750599
  12. Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and teacher education, 68, 99-113. https://doi.org/10.1016/j.tate.2017.08.007
  13. Griful-Freixenet, J., Struyven, K., Verstichele, M., & Andries, C. (2017). Higher education students with disabilities speaking out: Perceived barriers and opportunities of the universal design for learning framework. Disability & Society, 32(10), 1627-1649. https://doi.org/10.1080/09687599.2017.1365695
  14. Htut, K. P., Lall, M., & Kandiko Howson, C. (2022). Caught between COVID-19, coup and conflict—what future for Myanmar higher education reforms?. Education Sciences, 12(2), 67. https://doi.org/10.3390/educsci12020067
  15. Kahmann, R., Droop, M., & Lazonder, A. W. (2022). Meta-analysis of professional development programs in differentiated instruction. International Journal of Educational Research, 116, 102072. https://doi.org/10.1016/j.ijer.2022.102072
  16. Kennedy, Y., Flynn, N., O’brien, E., & Greene, G. (2021). Exploring the impact of Incredible Years Teacher Classroom Management training on teacher psychological outcomes. Educational psychology in practice, 37(2), 150-168. https://doi.org/10.1080/02667363.2021.1882944
  17. Kieran, L., & Anderson, C. (2019). Connecting universal design for learning with culturally responsive teaching. Education and Urban Society, 51(9), 1202-1216. https://doi.org/10.1177/0013124518785012
  18. Lall, M. (2021). Myanmar’s education reforms: A pathway to social justice?. UCL Press.
  19. Latt, K. M., & Wei, G. (2025). How Teacher Efficacy and Receptivity Affect the Perceived Outcomes of Curriculum Reform in Myanmar Basic Education. European Journal of Education, 60(1), e70022. https://doi.org/10.1111/ejed.70022
  20. Luthar, S. S., & Mendes, S. H. (2020). Trauma-informed schools: Supporting educators as they support the children. International Journal of School & Educational Psychology, 8(2), 147-157. https://doi.org/10.1080/21683603.2020.1721385
  21. Merchie, E., Tuytens, M., Devos, G., & Vanderlinde, R. (2018). Evaluating teachers’ professional development initiatives: towards an extended evaluative framework. Research papers in education, 33(2), 143-168. https://doi.org/10.1080/02671522.2016.1271003
  22. Mitchell, R. M., Kensler, L., & Tschannen-Moran, M. (2018). Student trust in teachers and student perceptions of safety: Positive predictors of student identification with school. International Journal of Leadership in Education, 21(2), 135-154. https://doi.org/10.1080/13603124.2016.1157211
  23. Nanthakorn, B., Ractham, P., & Kaewkitipong, L. (2023). Double burden: Exploring the digital divide in the Burmese educational system following the 2021 coup d’etat and the COVID-19 pandemic. Computers in human behavior reports, 11, 100310. https://doi.org/10.1016/j.chbr.2023.100310
  24. Noben, I., Deinum, J. F., Douwes-van Ark, I. M., & Hofman, W. A. (2021). How is a professional development programme related to the development of university teachers’ self-efficacy beliefs and teaching conceptions?. Studies in educational evaluation, 68, 100966. https://doi.org/10.1016/j.stueduc.2020.100966
  25. Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of educational research, 81(3), 376-407. https://doi.org/10.3102/0034654311413609
  26. Phyo, S. Y., & Theint, P. Z. Z. (2024). Investigating Teachers' Self-Efficacy: A Case of Basic Education School Teachers in Myanmar. Acta Didactica Napocensia, 17(2), 52-64. https://doi.org/10.24193/adn.17.2.4
  27. Rinehart, G., & Tyrosvoutis, G. (2023). Designed for disruption: Lessons learned from teacher education in Myanmar and its borderlands. Education and Conflict Review, 4, 19-28. https://discovery.ucl.ac.uk/id/eprint/10175037/
  28. Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., ... & Anders, J. (2025). Effective teacher professional development: New theory and a meta-analytic test. Review of educational research, 95(2), 213-254. https://doi.org/10.3102/00346543231217480
  29. Smith, E. C., Starratt, G. K., McCrink, C. L., & Whitford, H. (2020). Teacher evaluation feedback and instructional practice self-efficacy in secondary school teachers. Educational Administration Quarterly, 56(4), 671-701. https://doi.org/10.1177/0013161X19888568
  30. Tsai, H. (2026). Exploring Kachin ethnic education in Northern Shan State, Myanmar. Asian Ethnicity, 1-20. https://doi.org/10.1080/14631369.2026.2638307
  31. Ulla, M. B. (2017). Teacher Training in Myanmar: Teachers' Perceptions and Implications. International Journal of Instruction, 10(2), 103-118. https://eric.ed.gov/?id=EJ1138329
  32. Yin, H., Tam, W. W. Y., & Lau, E. (2022). Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology. Studies in Educational Evaluation, 74, 101188. https://doi.org/10.1016/j.stueduc.2022.101188

Copyright (c) 2026 Lum Pan Hpaulu

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 11 12 13 14 15 16 17 18 19 20 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Crisis-Affected Education Kachin State Peer-to-peer Mentoring Professional Development Teacher Efficacy