Factors Affecting Teachers’ Participation in Professional Development Activities in Kathmandu Valley

In today's rapidly evolving world, continuous professional development is essential for teachers to enhance their knowledge, skills, and competencies, contributing to both their personal growth and the success of their institutions. However, various barriers often limit teachers' participation in professional development activities, preventing them from acquiring the competencies needed to meet changing educational demands. Therefore, this study aims to identify the factors that hinder teachers' involvement in professional development activities. This study used an explanatory research design and probability sampling. Data were gathered from 130 teachers at four different colleges. The data were analyzed using a method called Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings showed that personal factors, task factor, and work environment factor all have significant relationship with professional development activities. The biggest problems we faced were managing time well, not having enough resources, and being overworked. The respondents also revealed that these challenges can be addressed through effective time management, financial support from the college, and increased opportunities for professional development and training. The motivation and support, encompassing financial assistance, technical resources, and human encouragement, emerge as critical factors for enhancing professional development. Organizations must prioritize providing the necessary motivation and support systems to empower teachers and foster continuous improvement in their professional development endeavors.