Abstract
This study examined the meaningful professional learning experiences using exploratory mixed method design. The exploratory sequential mixed method design is characterized by an initial qualitative phase of data collection and analysis, followed by a phase of quantitative phase of data collection analysis, with a final phase of integration or linking of data from two separate strands of data. More specifically, it aimed to construct, develop and evaluate the meaningful professional learning experiences scale. In the qualitative phase, there were seven teachers who participated in the in-depth interview and ten teachers participated in the focus group discussion. There were three themes that emerged from the interview that put emphasis on instructional learning, mentoring, and seminars and workshops. A 30-item new approaches of teaching scale was also constructed based from the results of the interview, which was subjected to the quantitative phase. In the quantitative phase, 200 questionnaire responses were analyze for exploratory factor analysis (EFA). Results showed three underlying meaningful professional learning experiences A total of three themes on the meaningful professional learning experiences questionnaire was developed which are instructional learning with a total of eight items, mentoring with a total of thirteen items, and seminars and workshops with a total of eight items and the overall the scale has a total of 29-item questionnaire. This study recommended that in order to provide teachers with meaningful professional learning experiences, it is important to incorporate their input and make the learning relevant to their teaching practices. Providing opportunities for collaboration, hands-on learning, and ongoing support can also help ensure that the learning is impactful and sustained.