Abstract

• The main aim of this study is to investigate self-directed learning readiness and self-directed professional development practices of teachers from Basic Education High Schools in Myeik Township, Tanintharyi Region. By using proportional stratified sampling method, 83 senior teachers, 130 junior teachers and 57 primary teachers were selected as sample. A set of questionnaire, open-ended questions and interview were used to collect required data. The internal consistency (Cronbach’s Alpha) of questionnaire was 0.94. Descriptive statistics, independent samples t test, one-way ANOVA, Tukey post hoc mean comparison and Pearson product moment correlation were used to analyse the data. The research finding indicated that the teachers had high level of self-directed learning readiness and often performed the self-directed professional development practices. Moreover, significant differences were not found in self-directed learning readiness level and self-directed professional development practices of teachers according to their personal factors. However, in each area of self-directed professional development practices, there were significant differences according to teachers’ personal factors except gender. It was also found that there was a moderately positive correlation between self-directed learning readiness and selfdirected professional development practices of teachers (r= .442, p<0.01).