Exploring Teachers’ Self-Directed Learning: Frequency, Application, and Professional Experience Differences

Abstract

This study examines the frequency, application, and perceived barriers of self-directed learning (SDL) among 1,057 primary school teachers in Slovakia. Using a specially designed 17-item questionnaire, data were collected to assess various facets of SDL including sources, practical implementation, and challenges. Findings reveal that SDL is prevalent, with 80.9% of respondents frequently or regularly engaging in it. Teachers most often relied on peer discussions and professional resources, while universities and private providers were considered less relevant. The most significant barriers involved time constraints, particularly the loss of personal and family time. Notable differences were found across career stages in the perceived usefulness of SDL sources and in barriers experienced. Early-career teachers reported more difficulties in time management and applying knowledge. The results underscore the need for differentiated support tailored to teachers' professional experience stages.