This research paper scrutinized the efficacy of investment and motivation for teachers’ professional development at ten randomly selected Secondary Schools of Dang, Nepal. He selected Dang as the field because the achievement level of students was low in the area. This article claimed that investment and self-motivation are key factors for professional development. The yardstick of an educator is to make students attain high grade. He tried to justify the significance of the investment and motivation for quality development, based on the information derived from the schools. He used document study, an interview guideline designed by the researcher, and observation to justify the claim that investment and intrinsic motivation improve students’ achievement levels. The poor quality of the learners is due to the lack of professional development for content delivery and pedagogical strategies. Table three in the discussion showed that out of ten schools, only one crossed 50 percentage mark in investment, which signaled the reluctance of the local government for the investment. The researcher attempted to answer the current practice and its direct impact on the result of the students. This report is a backup to increase the standard level of the schools with professional transformation.

1. Efficacy of Investment and Motivation in Teachers’ Professional Development
Efficacy of Investment and Motivation in Teachers’
Professional Development
Bishnu Prasad Pokharel, PhD
Tribhuvan University, Saraswati Multiple Campus, Thamel, Kathmandu, Nepal
Email: bishnupokharel12345@gmail.com
This research paper scrutinized the efficacy of investment and motivation for teachers’
professional development at ten randomly selected Secondary Schools of Dang, Nepal. He
selected Dang as the field because the achievement level of students was low in the area. This
article claimed that investment and self-motivation are key factors for professional development.
The yardstick of an educator is to make students attain high grade. He tried to justify the
significance of the investment and motivation for quality development, based on the information
derived from the schools. He used document study, an interview guideline designed by the
researcher, and observation to justify the claim that investment and intrinsic motivation improve
students’ achievement levels. The poor quality of the learners is due to the lack of professional
development for content delivery and pedagogical strategies. Table three in the discussion
showed that out of ten schools, only one crossed 50 percentage mark in investment, which
signaled the reluctance of the local government for the investment. The researcher attempted to
answer the current practice and its direct impact on the result of the students. This report is a
backup to increase the standard level of the schools with professional transformation.
Keywords: achievement, efficacy, professional, quality, motivation
INTRODUCTION
Professional development for teachers is the expansion
and extension of the knowledge and practice for teachers
through regular workshops, training, research, publication,
and reward. Professional skill uplifts the quality of the
teacher and hence gratifies the thirst of the community as
a whole. For promoting attainment level, the investment for
expert development and motivation for teachers counts.
Ashdown & Prochner et. al. (2016, p.163) point out that,
“For some pre-service teachers, a skilled identity is a step
closer to their identity than it is for others.” Ashdown and
Prochner illustrate the consequence of skill development
for pre-service instructors. Personal and trained identity is
akin to one another. Likewise, Gulyamova, J. Irgasheva,
S. & Bolthio, S. (2014, p.60) emphasize the importance of
curriculum reformation for quality education. These two
critics argue that "Not only through the training seminars
associated with it but also through the realization among
teachers that they are now able to take a much more active
part in devising materials and activities for the
implementation of the new curriculum." For them,
curriculum needs to be updated regularly for quality
improvement. Seminar, workshop, interschool visits to
teachers, subject teacher meeting, and discussion about
the subject, research activities and research-related
publication, creative tasks, refreshment training, school
publications, additional responsibility for teachers, regular
availability of newspapers and journals, reward, and
punishment policy for teachers based on their
performance, and increment of achievement are the
checklists for the professional development (Performance
Audit Framework of School- 2020). Padwad, A. and Dixit,
K. (2011, p.8) regret that educators have no reading
culture. For them, "Teaching is a learning profession and
like any other professional teachers and expected life-long
learners: This expectation is not matched by a widespread
professional learning culture in the teaching profession."
Learning culture helps teachers keep abreast with ongoing
teaching materials and techniques. Li, Y. and Dervin, F.
Research Article
Vol. 6(1), pp. 104-111, December, 2020. © www.premierpublishers.org. ISSN: 2593-1792
International Research Journal of Teacher Education

2. Efficacy of Investment and Motivation in Teachers’ Professional Development
Bishnu PP 105
(2018,p.56-58) prioritize peer monitoring: "School
teachers train university teacher education based on their
professional every day knowledge and university teachers
would tell teachers about the latest research on different
learning." The Finnish government believes that “teacher
educators need to offer proper solution for the problems
teacher encounters.” The above two critics maintain that
pedagogy and research can be enhanced through peer
nursing. But the ultimate point lies in the investment for
pedagogical innovation and research. Similarly, critics like
Padwad, A. and Dixit value reading culture, as Li, Y. and
Dervin, F. give priority to peer monitoring. However, the
researcher values the investment as an effective incentive
for professional development and motivation for
educators. Therefore, without refreshment, training, and
research, professional upgrading is not possible. For
conducting training and research, the local government
has to take initiative.
Municipality, community, school management committee,
and guardians have high expectations from the teachers.
This is the reason why Finnish government has
decentralized power at local level as Li, Y. and Dervin, F.
(2018, p.64) point out that “the most important
impediments to CPD is the important role played by
municipalities in Finnish education.” However, the
municipalities in Nepal have the mindset that investment
at schools means only for physical development. The local
government in Dang invested only 33.80 percentage as
the table number three in the analysis part of this article
displays. This investment is not enough as it does not
raise the knowledge and expertise of the instructors.
Professional progress is not the foremost worry of local-
level government as the table number three below
highlights. The researcher interviewed ten guardians from
each school. During the person-to-person interview the
guardians judged the school on the basis of the
performance of their children. This scenario signals the
expectations of parents from the teachers to update
student’s intelligence levels. The school management
committee has the frame of mind that they have to direct
the attention for the physical development of the school.
Expenditure on teachers’ progress is not the main agenda
as very few teachers, i.e. 33.64 percentage, are familiar
with ICT as shown in table number two. School
development is impossible without teacher development.
Guardians’ and students’ expectation from instructors are
to improve the quality of their children at any cost. Is it
possible to achieve the perfect result without expenditure
from primary stakeholders? This question is the foremost
apprehension for the researcher that hints focused
headway. Self-learning fills the gap of knowledge and
increases the value of teachers’ service. Society changes
its perception when teachers educate with self-
actualization. For the improvement of the skill of the
teachers, they need occasions to cultivate new insight and
understanding through the schoolroom.
The major stakeholders have the mindset not to venture
for instructors. This tendency leads to minimal investment
for professional development that does not bring
impeccable attainment from the students. Table number
four shows that the average achievement level of the
students is 64 percentage. Due to the lack of sufficient
stake at the professional progress, the quality level of
students is moderate at the Secondary Schools of Dang
as the table number four indicates. The alternative way to
promote the standard level is self-education. Proficient
information, promises, action, and compassion are the
requirements that it supplies.
This study informs that expert development is the key to
success. Researchers found out from the field study that
self-progress makes the school environment study
friendly. Hence, educators familiarize themselves with new
trends in content knowledge and pedagogical knowledge.
Fellow teachers’ understanding and proficiency contribute
to hint the friends for an internal drive for new trends.
METHODOLOGY
The researcher randomly selected ten secondary schools
(10.98 percentages) out of 91 secondary schools in Dang,
Nepal. He used the Performance Audit Framework of
School- 2020 developed by the Education Review Office,
Bhaktpur, Nepal to collect and evaluate the status quo of
teachers’ professional development in this district. This
frame is a valid government frame for the validity of the
questionnaire, interview, and document study. The
researcher gave the survey instrument to the respective
head teachers. Ten teachers were involved in the
discussion from each school. They actively participated in
the discussion session. The investment and the score of
the students are both the dependent variables. The
venture is low that led to the result in the same ratio as
tables two and four indicate. Each school has a distinct
location and cultural background. Four schools belong to
the western part and two lies in the Tulsipur Municipality,
Dang. The location of the three schools is in the north-east
part that is Bangalachuli Rural Municipality. One school is
from Ghorai, the emerging city of the district. The
researcher used interviews, a document study, and
observation as the tools for data collection. He visited the
schools in person with definite tools and then studied the
written records of the school management committee, and
teachers of 2019-2020. He interviewed the teachers
individually and in the group with definite apparatuses. The
purpose was to analyze the existing expert development
for instructors and the possible ways to fill the gap. Finally,
the researcher disseminated the result at every school. He
used both primary and secondary data. He collected the
primary data using interviews, questionnaires, a document
study, and group discussion. The publications of the
schools and the books from the library were the secondary
sources of information. He used Iredale, A. (2018),

3. Efficacy of Investment and Motivation in Teachers’ Professional Development
Int. Res. J. Teacher Educ. 106
Agbayahoun, J.P, Normale, E., & Porto-novo, S. (2018),
Clarke, M. (2011} as the secondary sources for the study
of the efficacy of investment and motivation. The findings
are based on primary and secondary sources.
REVIEW OF LITERATURE
For Gulyamova, J. Irgasheva, S. & Bolthio, S. (2014, p.60)
“realization among teachers” is the key to succeed. For
which there has to be “paradigm shift” from just content
announcer to the “co-creator of a program.” Reformation
of the program advances to newness. They assert that
teachers’ training courses has to go hand in hand with the
internal motive for change. So, professional development
for curriculum reformation is their motto. Dayoub &
Bashiruddin (2012,p.605) advocate for twofold activities:
“implementing such effective TPD policies” and build up
the relation “with other effective schools and educational
institutions.” Iredale, A. (2018, p.74) values classroom
practice, as he views that "[r]epeated classroom practice
is action in the work place that forms out of the process
that products of professional development". Classroom
practice is of the great importance. Agbayahoun, J.P,
Normale, E., & Porto-novo, S. (2018, p.62) contend that
"[t]here is a need for an effective collaborative work of both
staffs for the design, implementation and follow up of
training programs at the school." They assert the
importance of collaborative task. Scholarly views assert
the significance of teacher development. Continuous
commitment to proficient progress supports quality
augmentation. To transform the classroom activities. The
intervention in activities brings a positive outcome.
Improvement is possible through personal modification
and inquisitive nature. This activity improves self-
confidence among learners. Prochner, L., Cleghorn, A.,
Kirova, A.& Massing, C. (2016, p.149) indicate that “Media
and digital tools including PowerPoint, audio clips,
photographs, and film are now commonly used to support
learning in teacher education.” They value to use modern
technology in the classroom to promote learning
achievement. Anderson, J. & Chung, Y. (2011 ,p.65) follow
the same track of “digital technology” that “ offers a range
of tools” to “support creative teaching.” Their inclination is
that creativity increases through digital assisted learning.
Clarke, M. (2011,p.528) hint for “reflective verbalization”
that can “work as a framework.” for the promotion of skill
and knowledge.
Gulyamova, J. Irgasheva, S. & Bolthio, S. value realization
of the teachers. For Iredale, Alison, Iredale classroom
practice is important for the promotion of the achievement
level. Agbayanoun, J.P, Normale, E., & Porto-novo S
highlight collaborative tasks. Prochner, L., Cleghorn, A.,
Kirova, A.& Massing, C., Anderson, J. & Chung, Y. give
importance to digital technology to increase success level.
The researchers indicated the value of professional
improvement and found that school progress is far beyond
imagination without instructor development. Their findings
synthesized the value of professional development.
However, they could not hint for the solution of the
problem: Why do students have low achievement levels at
community schools? What makes community school the
hub for quality education? The researcher has the claim
that educators need to involve in research and self-
development to make familiar with new trends. This in turn
makes them conversant with the content skill and
pedagogical skill. Hence, as students acquaint with the
new trends in content and style, their performance
increases. Well-informed educators have to add portraits
from their understanding that backs fellow being to make
teaching goal-oriented. So, this study tries to show the
importance of investment and motivation for the increasing
achievement level of students. Deprived of these two
aspects, the increment of the level of success is too
difficult. Neither the repeated curriculum change, nor the
stereotypical classroom activities increased the
achievement level of learners. Professional development
can make teachers well versed in knowledge and
expertise that in turn, increases the attainment level. There
has to be internal drive of the teachers for updating
themselves with ongoing information. These two aspects
can bring about a change in the success level of students.
Therefore, every institution should value these magnitudes
for fundamental paradigm shift.
RESULTS AND DISCUSSION
The number of students plays a pivotal role in the
administration and the community to cultivate inspiration
for physical and educational change. Most of the schools
have a reasonable number of learners. The table below
highlights the student-teacher ratio in the selected schools.
The number of students plays a notable part in inspiring
the overall performance of the teachers. The school can
have resources for professional development on the basis
of the service population. Along with this, the extent that
the teachers can affect the number of students is equally
important. Well-trained teachers can deliver knowledge
and skill with effective pedagogy. The following table
indicates the ratio of students and teachers. The student
teacher ratio in average is 29.20.

4. Efficacy of Investment and Motivation in Teachers’ Professional Development
Bishnu PP 107
Table 1: Students-Teachers ratio in Dang, Nepal
S.N. Name of the School Students Teachers Ratio
1 Shree Birendra Secondary School, Hekuli, Dang 596 19 31.37
2 Shree Siddha Prithvi Janta Secondary School, Shrigaun, Dang 528 22 24.00
3 Shree Secondary School, Madhpur, Dang 372 15 24.80
4 Shree Bhanu Secondary School, Prasaduwa, Dang 342 16 21.38
5 Shree Birendra Secondary Viyudarsunpur, Dang 582 21 27.71
6 Shree Secondary School Balapur, Dang 493 15 32.87
7
Shree Mahendra Secondary Syuja ,Dang 456 16 28.50
8 Shree Mahendra Secondary Shreebaari, Dang 572 15 38.13
9
Shree Sudha Secondar Jhelneta ,Dang 671 22 30.50
10 Shree Secondary School, Rajena, Ghorai, Dang. 1549 50 30.98
Total 6161 211 29.20
(Document Observation in March 2020)
Shree Birendra Secondary School, Hekuli, got 596
students and 19 teachers. The students-teacher relative
number is 31.36. At Shree Siddha Prithvi Janta Secondary
School, Shrigaun, student-teacher proportion is twenty-
four. At Shree Secondary School Madhapur, the student-
teacher ratio is 24.80. Shree Bhanu Secondary School
Prasaduwa has got 342 students and 16 teachers. The
ratio is 21.37. The relative number is 27.71 at Shree
Birendra Secondary Viyudarsunpur. Shree Secondary
School, Balapur, has got 493 students and 15 teachers.
The proportion is 32.88. At Shree Mahendra Secondary
Syuja there are 456 students and 16 teachers. The
student-teacher share is 28.50. At Shree Mahendra
Secondary Shreebaari, 572 students study, and 15
teachers teach. The ratio is 38.13. Shree Sudha
Secondary Jhelneta has got 671 students and 22
teachers. The percentage is 30.50. Shree Secondary
School, Ghorai, Dang has 1549 students and 50 teachers.
The ratio is 30. 98. The lowest student-teacher ratio is 21
whereas the highest is thirty-eight.
The proportion of student-teacher is satisfactory.
Currently, outlay from local government is far from
possibility. But the skill of the teachers needs to improve.
The performance of the teachers is sure to increase the
credibility which is possible through self-education of the
teachers. This leads to the obligation to individual
empowerment that is possible through individual
disposition for self-empowerment. The ration is one aspect
whereas well-informed human resource is the other. The
ratio in Dang is sensible but the proficiency concerning
instruction is the call of the time.
The contemporary realm has made the knowledge and
practice of information communication technology as the
primary prerequisite at every office. Educators can bring
about a change with up to date familiarity to the current
evolution in technology for pedagogical support. Prochner
et. al. (2016,p.149) assert, “Media and digital tools,
including PowerPoint, audio clips, photographs, and film,
are now commonly used to support learning in teacher
education.” Business corporations, industry, and
academic institutions become non-operational in the
absence of the knowledge and practice of IT by the human
resource of the respective institution. One of the significant
aspects of professional development is to adopt
development. The existing practice of using laptop,
projector, multimedia, and computer familiarizes with the
trends of knowledge. This is one variable that affects the
achievement of the students. Familiarity with knowledge
delivers information and knowledge. Table no. two
indicates 33.66 percentage teachers in average are
technology-friendly.
Table 2: Information and Communication Technology-Friendly Teachers
S.N. Name and address of School Total Teacher ICT Literate Teachers Percentage
1 Shree Birendra Secondary School, Hekuli, Dang 19 5 26.32
2 Shree Siddha Prithvi Janta Secondary School, Shrigaun,
Dang
22 2 9.09
3 Shree Secondary School, Madhpur, Dang 15 4 26.67
4 Shree Bhanu Secondary School, Prasaduwa, Dang 16 4 25.00
5 Shree Birendra Secondary School, Viyudar Sunpur, Dang 21 16 76.19
6 Shree Secondary School, Balapur, Dang 15 4 26.67
7 Shree Mahendra Secondary, Syuja ,Dang. 16 3 18.75

5. Efficacy of Investment and Motivation in Teachers’ Professional Development
8 Shree Mahendra Secondary School, Shreebaari, Dang 15 11 73.33
9 Shree Sudha Secondary School, Jhelneta, Dang 22 8 36.36
10 Shree Secondary School, Rajena Ghorai, Dang. 50 14 28.00
Total 211 71 33.64
(Interview and Discussion in March 2020)
Shree Birendra Secondary School, Hekuli has five
teachers who can handle ICT. That is only 26.31 percent.
The problem emerges when the situation arises for online
learning. Shree Siddha Prithvi Janta Secondary has only
two computer literate teachers, which amounts to only 9.09
percentages. This is a very poor situation for making
teaching and learning IT-friendly. At Shree Secondary
School Madhpur, four teachers do have the ability to
handle modern technology. The total percent is 26.66.
Shree Bhanu Secondary School Prasaduwa has only 4
teachers (25.00 percent) to use a computer. At Shree
Birendra Secondary Viyudarsunpur, sixteen teachers
(76.19) can handle technology in the classroom. Shree
Secondary School Balapur has four teachers (26.67%)
who can handle a computer, internet, and multimedia. At
Shree Mahendra Secondary Syuja, three teachers
(18.75%) can handle ICT. At Shree Mahendra Secondary
Shreebaari, eleven teachers (73%) can handle modern
technology. Shree Sudha Secondary Jhelneta has eight
(36.36%) teachers who grip modern technology.
Investment for communication technology is far from
expectation as there is low motivation at the local level
government. Consequently, self-improvement from the
side of the teacher is the primary requirement. The
teachers who have updated with the technology are due to
their motivation. Once the institution needs to take a jump
into the information technology, the result shows that the
faculty becomes the barrier. To prepare for the change,
every institution has to launch skill transformation from ICT
friendly teaching faculty to the rest. ICT is one of the
indicators that improve the skill and knowledge to appraise
the tutors to the new trends in knowledge and instruction.
The students develop the motivation to participate with the
teachers’ actions that encourages learning. Therefore, the
instructors have to develop an internal drive for
professional improvement through research and
development.
For identifying activities for professional development, the
researcher adopted seven main checklists developed by
the Government of Nepal. The checklists highlighted the
major activities accomplished by the school administration
and school management committee. The checklists
delimited yearly seminar for teachers, interschool visit,
subject teacher meeting, research and research-related
publication, creative tasks, refreshment training, school
publications like journals and bulletin, additional
responsibility for teachers, and newspapers and journals
for the teachers to make them familiar with current trends
in the respective subjects. Formation and implementation
of reward, and punishment policy for teachers
(Performance Audit Framework of School, 2020). The
higher investment improves the performance level.
However, the exiting scenario as shown in the following
table indicates that there is minimum investment for the
professional development of teachers. The table shows
the need of training and other professional improvement
actions.
The investment for professional development has linkage
to the result of the students. The pedagogic skills and
knowledge increase by mean of training and involvement.
The table highlights the existing investment situation and
need for investment.
Table 3: Investment for Professional Development for Teachers
S.N. Name of the School Full Marks Obtained Marks Percentage
1 Shree Birendra Secondary School, Hekuli, Dang 21 8 38.10
2 Shree Siddha Prithvi Janta Secondary School, Shrigaun, Dang 21 6 28.57
3 Shree Secondary School Madhpur, Dang 21 5 23.81
4 Shree Bhanu Secondary School Prasaduwa, Dang 21 4 19.05
5 Shree Birendra Secondary School, Viyudar Sunpur, Dang 21 4 19.05
6 Shree Secondary School, Balapur, Dang 21 11 52.38
7 Shree Mahendra Secondary School, Syuja, Dang 21 5 23.81
8 Shree Mahendra Secondary School, Shreebaari, Dang 21 5 23.81
9 Shree Sudha Secondary School, Jhelneta, Dang 21 5 23.81
10 Shree Secondary School, Ghorai, Dang. 21 18 85.71
Average 210 71 33.80
(Record Observation and Interview in March 2020)
The researcher used seven indicators: approaches
adopted by school to train teachers, creative tasks of
teachers, subjected-based training for teachers,
publications, inter-school field visits, and teacher
motivation policy to justify the level of investment. The
table displays the investment for the professional

6. Efficacy of Investment and Motivation in Teachers’ Professional Development
Bishnu PP 109
development to educators at Dang. Shree Birendra
Secondary School, Hekuli invested 38.09 percent for
trained development for teachers. Shree Siddha Prithvi
Janta Secondary School did 28.57 percentages. Shree
Secondary School Madhpur got 23.80 percentages. Shree
Bhanu Secondary School achieved 19.04 percentages.
Shree Birendra Secondary Viyudarsunpur secured 19.04.
Shree Secondary School Balapur got 52.38. Shree
Mahendra Secondary School, Syuja, Shree Mahendra
Secondary School, Shreebaari, and Shree Sudha
Secondary School, Jhelneta got 23.80 percentages. Shree
Secondary School Ghorai got the highest percentage, and
Bhanu and Birendra Secondary School secured the lowest
percentage.
Only one school crossed 50% for the investment of faculty
development. This grim picture sheds light on the planners
to be active for the research and development to make
instructors well-informed. It is an urgent demand for
modification to solve the problem as Sobel, Gutieriez, Zion
& Blanchett (2011, p.442) advocate for “feedback loops,
ongoing redesign activities, and specialized workshop and
presentation.” The professional upgrading trainings
support for updating teachers. The average score is 33.80
percentages that is a very low investment for professional
development.
Venture for skilled development is miniature in Dang. The
squat investment has a direct impact on the achievement
level of students. There is a one-to-one relation between
venture and success. Nine out of ten schools have below
50 percent outlay. Management committees do not
forward agenda for the professional development of
teachers throughout the whole year at school
management committee meetings in all these schools.
Policy formation and implementation for the reward system
by the administration are significant for teachers. Without
input, there is no output. Input here is the investment for
the executive development of teachers. The output is the
increment of the achievement level of students. When
teachers cannot familiarize themselves with the new
trends and subject-related training, they do not have the
skill to deliver efficiently.
The important aspect of an academic institute is the result
of the students. The final exam judges the quality level of
the students. The government of Nepal gives validity to the
final exam. An increase in the average marks in the current
two years having more than the national level is the base
for the judgment. The following table shows the results and
the increment of the result of Nepali and Mathematics of
class five and eight in 2019, and the overall result of SEE
2019. So far as the quality audit is concerned, Nepal
government has the vision that 90 percentages and the
above is the best achievement. However, none of the
schools reached that mark, which is attributable to the low
investment. Professionalism increases the attainment
level of the students.
Table No 4. Achievement Level of Students
S.N. Name of the School Full Marks Obtained Marks Percentage
1 Shree Birendra Secondary School, Hekuli, Dang 15 9 60.00
2 Shree Siddha Prithvi Janta Secondary School, Shrigaun, Dang 15 9 60.00
3 Shree Secondary School, Madhpur, Dang 15 7 46.67
4 Shree Bhanu Secondary School, Prasaduwa, Dang 15 12 80.00
5 Shree Birendra Secondary School, Viyudarsunpur, Dang 15 8 53.33
6 Shree Secondary School, Balapur, Dang 15 12 80.00
7 Shree Mahendra Secondary Syuja, Dang 15 12 80.00
8 Shree Mahendra Secondary School, Shreebaari, Dang 15 9 60.00
9 Shree Sudha Secondary School, Jhelneta, Dang 15 8 53.33
10 Shree Secondary School, Ghorai, Dang. 15 10 66.67
Average 150 96 64
(Record Surveillance in March 2020)
The researcher used five checklists: two years’ final result
of Nepali and Mathematics subject of class 5, two years’
final result of Nepali and Mathematics of class 8, and the
final result of SEE 2075. Shree Birendra Secondary
School, Hekuli, and Shree Siddha Prithvi Janta Secondary
School have sixty percent achievement. Shree Secondary
School Madhpur has 46.66, Shree Bhanu Secondary
School Prasaduwa, Shree Secondary School Balapur, and
Shree Mahendra Secondary Syuja have eighty percent
achievement level. Shree Birendra Secondary
Viyudarsunpur has 53.33, Shree Mahendra Secondary
Shreebaari has got sixty percent, and Shree Sudha
Secondary Jhelneta has 53. 33 percentage attainment
level. Shree Secondary School, Ghorai, Dang got 66.66
percentage. Only three schools crossed the average level
of 70 Percentage. Ninety percent or more than this is the
best according to the Nepal Government provision. But not
even one school reached the target.
Shree secondary Madpur has the lowest attainment.
Bhanu Secondary School, Shree Secondary School
Balapur, and Mahendra Secondary School Syuja have the
highest level of achievement. Their result is above the
normal of the national average. Students’ achievement is

7. Efficacy of Investment and Motivation in Teachers’ Professional Development
Int. Res. J. Teacher Educ. 110
moderate because of the active involvement and
participation of the teachers. Iredale (2018,p.67) values
”coaching and mentoring” as the significant part for the
professional upliftment to develop quality. Initiation from
local government, management committee, school
administration, and teachers improves the prevailing
condition.
FINDINGS
In Dang, the middling mark is 33.80 percentages that are
a very squat venture for expert improvement. Teacher
development boosts up mental enthusiasm for teachers
which in turn changes the attainment of the students.
Professional skill passes positive modifications in the
classroom practices, psychology, behavior, performance,
and finally perception of teachers to their profession. In
turn, the perception of the public transforms. Therefore,
professional development for classroom intervention has
to be the concern of the institutions. Agbayahoun, Normale
& Portonovo (2018, p.62) support for the “need for an
effective collaborative work” for the teaching staff “for the
design, implementation, and follow up of training.” That in
turn creates brilliance among teachers. This is promising
through venture and self-motivation. The track record
indicates low investment. So, educators’ internal drive for
research and development has to be the point for
intervention at the policy level.
CONCLUSION
The success of an academic institution lies in the
performance of the teachers and students’ attainment.
Despite very low investment at the proficiency
development of teachers, the performance achievement is
moderate. But the student’s level of achievement is very
low at ten randomly selected schools that belong to four
different geographically dispersed areas. Out of ten, only
one school from Dang, Ghorahi has a satisfactory level of
investment for skill development. The achievement level of
students of seven schools out of ten is normal. The Nepal
Government policy states that 90 percent or more than this
is the best result. However, none of the schools crossed
this target. Seven schools got below seventy which is a
very normal result. Hence, achievement is very squat. The
researcher found out that there is a minimal investment for
the proficient progress of the teachers. So, the alternative
solution is teachers’ motivation for self-education that
improves the level of attainment. Therefore, individual
ingenuity for self-progress is the call of the time in the study
area. Motivated educators bring change in the pedagogical
track record. Even if the institution does not have a budget
to train the human resource, publish the articles, make
them involved in research, policy provision for motivation,
and reward functions effectively. Teachers’ intrinsic
motivation is the essential point sideways with an
investigation for the increment of the success level. The
research and development have to orient for the
professional development without which eminence level of
students does not advance. To progress the quality,
professional development through investment in
knowledge and skill development is the prime requirement
as the findings show.
RECOMMENDATIONS
Investment for knowledge and skill development motivates
the intervention in the classroom practices. Low
investment does not bring change in the success rate of
the students. Teacher education with a strong internal
drive is the major recommendation. Specialized
improvement has to orient for classroom intervention,
which is possible only by a skilled human resource.
Investment for professional development enhances
knowledge and skill. To promote achievement level, the
municipality concerned has to organize first-rate school
visits to the teachers every year. School management
committees have to formulate and implement teacher
reward policy. The school has to publish an academic
journal that provides a creative and critical platform for
teachers and students. Creative and critical writing
promote knowledge and skill among human resource.
School administrations have to manage journals and study
materials for teachers. The municipality has to organize
subject-based conferences and workshops for teachers.
Schools have to develop policies to conduct action
research related to institutional development. The findings
of the research have to be the track for the policy
provisions. Policy provision for a reward for the
intervention of pedagogy is the door for intrinsic
motivation.
This research addresses the issue of the intricate
relationship between investment and attainment. Based on
the finding of this paper, the future research is expected to
identify the gap between venture and attainment in
professional improvement.
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Accepted 1 November 2020
Citation: Bishnu PP, (2020). Efficacy of Investment and
Motivation in Teachers’ Professional Development.
International Research Journal of Teacher Education,
6(1): 104-111.
Copyright: © 2020 Bishnu PP. This is an open-access
article distributed under the terms of the Creative
Commons Attribution License, which permits unrestricted
use, distribution, and reproduction in any medium,
provided the original author and source are cited.