Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System

Policy Research

In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.

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This is an insight note from RISE—the large-scale education systems research programme supported by the UK’s Department for International Development (DFID), Australia’s Department of Foreign Affairs and Trade (DFAT), and Bill & Melinda Gates Foundation.

Research Area 
Special Capital Region of Jakarta
Research Topic 
Keywords 
teacher professional development
teacher learning culture
teacher motivation
school leadership
Publication Type 
Briefs

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