• Gayani Gamage

The Post Graduate Diploma in Education (PGDE) is a mandatory qualification for graduate teachers in Sri Lanka, essential for securing salary increments and advancing within the educational hierarchy. While the PGDE serves to standardize teaching practices and ensure career progression, it does not specifically address the specialized expertise needed by technology teachers. This study investigates technology teachers' perceptions of professional development, focusing on their views toward the PGDE and other specialized postgraduate diplomas. The research aims to explore the alignment (or lack thereof) between the PGDE and the professional development needs of technology teachers. The findings reveal a strong preference among technology teachers for specialized postgraduate diplomas over the PGDE. This preference is driven by the perceived inadequacy of the PGDE in providing the deep, subject-specific knowledge that technology teachers require for career satisfaction and effective teaching. Teachers highlighted the need for qualifications that directly enhance their technical expertise and professional growth, rather than a general pedagogical qualification. This study underscores the importance of balancing general pedagogical training with subject-specific professional development opportunities. It also highlights an increasing disillusionment among technology teachers with the current system, leading to thoughts of transitioning to alternative career paths. These concerns are attributed to the perceived low social and economic recognition of the teaching profession. The findings emphasize the urgent need for educational policymakers to reconsider the role of professional development in technology education and make necessary adjustments to improve teacher retention and attract new talent. The study utilizes a quantitative methodology, employing an online survey to gather data from technology teachers specializing in Engineering Technology (ET), Biosystem Technology (BST), and Information Technology (IT). A total of 732 responses were collected, resulting in a response rate of 52.96%. The survey was distributed through multiple channels, including WhatsApp, phone calls, and Facebook, ensuring broad participation. Key research questions addressed in the survey include: 1. What are the perceptions of technology teachers toward professional development? 2. How do technology teachers perceive the impact of the PGDE requirement on their ability to pursue subject-specific postgraduate diplomas? The findings reveal that technology teachers prefer specialized postgraduate diplomas over the PGDE due to the former’s relevance to their subject-specific needs and career goals. Teachers expressed concerns that the PGDE’s general pedagogical focus limits their opportunities for professional growth in their specialized fields, thus affecting teaching quality and job satisfaction. Additionally, there is a significant concern among teachers about the lack of recognition for specialized diplomas in career advancement and salary increments, which are heavily tied to the PGDE in Sri Lanka’s educational system. This misalignment between professional development needs and the qualifications promoted by the system leads to career frustration and dissatisfaction among technology teachers, some of whom are considering alternative career paths. The study highlights the need for educational policymakers to reassess the balance between general pedagogical training and subject-specific expertise. It advocates for greater recognition of specialized postgraduate diplomas to enhance teaching quality and career satisfaction. Moreover, it underscores the importance of addressing the social and economic challenges facing the teaching profession, including salary and recognition, to retain skilled teachers and attract new talent.

Technology Education, Post Graduate Diploma, professional development, Educational Philosophy

"PERCEPTIONS OF TECHNOLOGY TEACHERS TOWARD PROFESSIONAL DEVELOPMENT AND POSTGRADUATE DIPLOMAS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 7, page no.e409-e421, July-2025, Available :http://www.jetir.org/papers/JETIR2507457.pdf

"PERCEPTIONS OF TECHNOLOGY TEACHERS TOWARD PROFESSIONAL DEVELOPMENT AND POSTGRADUATE DIPLOMAS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 7, page no. ppe409-e421, July-2025, Available at : http://www.jetir.org/papers/JETIR2507457.pdf