Self-Initiated Professional Development (SI-PD) Elements for Malaysian Vocational Colleges’ TVET Teachers Using Fuzzy Delphi Method (FDM)

Self-Initiated Professional Development (SI-PD) has gained much attention lately due to increasing concern on the effectiveness of teachers’ professional development practice. It is also one Ministry Education (MOE) agenda in Malaysia Blueprint (MEB) 2013-2025 transform Continuous (CPD) by from 16 percent 60 and reducing Ministry-led year 2025. Specifically, aim this study was explore elements required framework for TVET teachers vocational colleges according experts’ consensus. Fuzzy Delphi Method (FDM) used as a tool data presented here were part larger which explored SI-PD among Vocational Colleges. Nineteen experts involved consisted MOE officers, lecturers universities teacher training institutions who have at least five years experience TVET. Based analysis, defuzzification values all exceeded minimum value 33.6 therefore, findings conclusively suggested that consensually agreed there are ten (SI-PD). The ranking based consensus listed follows, (1) Industrial attachment opportunity, (2) Attitude, (3) Understanding, (4) Collaborative environment, (5) School administrators’ role, (6) Strategy, (7) Readiness, (8) Autonomy, (9) Reward (10) system. design colleges. This promotes suitability current research field development. proposed can underpin learning support cultivation Self-Directed Learning (SDL) then enable changes their teaching practice be more meaningful effective.