Teachers’ perceptions of continuing professional development: a study of vocational high school teachers in Indonesia

Figures & data

Figure 1. Factors perceived to influence the accounting teachers’ continuing professional development

Table 1. An example of the relationship between Bronfenbrenner’s system, research questions and interview questions

Bronfenbrenner’s system	Research questions	Teacher interview questions
Individual	How do accounting teachers understand continuing professional development?	1. What does continuing professional development mean to you?
	In what ways are perceptions of continuing professional development different at different stages of becoming professional teachers?	2. How do you perceive continuing professional development affects the way you practise?
Exosystem	How does the changing policy context of vocational high schools in Indonesia affect the continuing professional development of accounting teachers?	1. How do the laws affect your professional development? 2. What are the supports and constraints of the laws to your CPD?
	How are accounting teachers supported in their continuing professional development?	3. How do you see of the role of MGMP – Akuntansi in supporting your practice? 4. What prompted you to get involved in that forum?
	What are the constraints on the accounting teachers’ continuing professional development?	5. What are the constraints when you engage in the forum?

Table 2. The process of data coding and exploring relationships between categories

Interview	Categories (Bronfenbrenner’s aspects)	Specifics	Themes
Researcher: What is CPD, in your opinion?			The teacher defined CPD as teacher performance assessment and personal development activities.
Teacher: Oh, CPD, isn’t it? With CPD perhaps teachers will see that they are being continuously evaluated in their professionalism based on the points they earn in relation with the process of education. The points can be earned from activities outside school such as attaining certificate levels and getting certificates to support them in doing their part in the process of education. In their own process of PKB, if, for example, they do a lot of activities or attain a lot of achievements at work at school or related offices, they will surely gain more in the points accumulated. It used to be called PAK (Penilaian Angka Kredit ‘Credit Point Assessment’).	Continuing Assessment (Exosystem) Teacher promotion (Exosystem) Personal development (Individual)	Continuously evaluated Process of education Based on points The points accumulated Credit point assessment Activities outside schools Getting certificates Own process