Leveraging Self-Directed Professional Learning for Professional Growth: Case of A Higher Education

Abstract

This study explores the Self-Directed Professional Learning experience of EFL instructors at language centre in a higher education setting. Through Self-Directed Professional Learning, instructors proactively, intentionally, and autonomously take the primary responsibility to improve their knowledge, skills, and instructional practices by identifying learning needs, setting goals, selecting resources, and engaging in continuous professional development. By discovering how the EFL instructors engaging in Self-Directed Professional Learning as well as identifying the supporting and constraining factors, this study provides practically actionable insights of Self-Directed Professional Learning practices and the influencing dynamics. Data were collected through semi-structured interviews, and focused-group discussion involving five EFL instructors in a higher education setting. The findings reveal two types of practice preferences, namely theoretical and practical guides. Key supporting factors of instructors’ Self-Directed Professional Learning engagement include self-will and persistence, collegial support, institutional policy, and moderate flexibility of classroom exploration. Inversely, limited financial resources, teaching workload, time constraints, administrative-bounded practice, and lack of institutional initiative were identified as the significant barriers. These results highlight the emphasis of providing extrinsic support, in addition to instrinsic drivers, to nurture Self-Directed Professional Learning engagement.