Implementation, Challenges, and Solutions of the Law on Supporting Teacher Development: A Case Study of University Faculty Members

In Mongolia, the institutional framework for supporting the professional development of university faculty members remains insufficiently effective. Globally, teacher evaluation systems have increasingly become the focus of attention, driven by two fundamental imperatives: improving the quality of teaching and strengthening accountability. In most countries, teachers’ performance is systematically and comprehensively assessed, and teaching standards are established as key determinants of educational quality.
Although Mongolian public and private universities have established teacher development centers and adopted relevant programs, these institutions have not provided adequate support for enhancing faculty competencies in teaching, research, academic mobility, community service, and student advising. Moreover, the system of incentives and recognition remains weak.
This study aims to examine whether the provisions of the Law on Supporting Teacher Development (2018) have achieved their legislative objectives, how the law has been implemented in practice, the extent of its acceptance, and whether it has produced unintended consequences. Data were collected from academic staff at public and private universities and analyzed using SPSS v26 and AMOS v26, testing the effects of moderator and mediator variables. The dependent and independent variables demonstrated significant and positive correlations; however, moderator and mediator variables proved statistically insignificant.
The findings suggest that further theoretical and empirical inquiry is required to advance the understanding and practical application of teacher development policies in Mongolia.

Teacher, Teacher Development, Support Mechanisms

1. Darling-Hammond, L.; Hyler, M.E.; Gardner, M. Effective Teacher Professional Development. Palo Alto, CA, USA: Policing Institute for Learning, 2017, 76 pages. [Google Scholar] [Crossref]

2. Alberta’s Teaching Quality Standards (2023). Integrating Indigenous Perspectives into Teacher Education in Alberta. [Google Scholar] [Crossref]

3. Danyluk, Patricia; Plante, Maureen; Wessel, Samara Papers on Postsecondary Learning and Teaching, v6 p28-35 2023 [Google Scholar] [Crossref]

4. Evans, L. What is Teacher Development? Oxford Review of Education 2002. https://d1wqtxts1xzle7.cloudfront.net/7386747/what-is-teacher-development- [Google Scholar] [Crossref]

5. Fabriz, S.; Hansen, M.; Heckmann, S.; Mordel, J.; Mendzheritskaya, J.; Steele, S.; Schulze-Vorberg, L.; Ulrich, I.; Horz, H. How University Teachers' Professional Development Programs Affect Their Teaching-Related Autonomy, Self-Concept, and Subjective Knowledge. Higher Education Research & Development 2020, 40, 738–752. [Google Scholar] [Crossref]

6. Muammar, O.; Alkatiri, M.S. What Matters to Teachers Participating in Professional Development Programs in Higher Education. International Journal of Academic Development 2021, 27, 221–23 [Google Scholar] [Crossref]

7. Weurlander, M.; Stanford-Hayes, T. Developing the Thinking and Practice of Medical Educators: The Impact of a Staff Development Course. Higher Education Research & Development 2008, 27, 143–153. [Google Scholar] [Crossref]

8. Desimone, L.M. Improving Impact Research on Teachers' Professional Development: Toward Better Concepts and Interventions. Educational Researcher 2009, 38, 181–199. [Google Scholar] [Crossref]

9. Gaebel, B.M.; Zhang, T.; Bunescu, L. Learning and Teaching in the European Higher Education Area; European University Association: Brussels, Belgium, 2018 [Google Scholar] [Crossref]

10. Law on Supporting Teacher Development, 2019. [Google Scholar] [Crossref]

• The Indirect Effect of Liquidity and Activity on Company Value with Profitability as an Intervening Variable
• Effect of Financial Skills, Knowledge, and Attitude on The Financial Behaviour of Clergy
• A Decade of Review: Trends in Budget Execution and Financial Performance of Development Projects in Tanzania (2014/15-2023/24)
• The Influence of Pre-Project Planning on the Budget Absorption Rate of Public Funded Infrastructure Projects in Kenya a Comparative Case Study of Narok, Migori, and Kisii County Government Projects
• Assessment of Factors Influencing Digital Transformation in Hotels’ Facility Management in Abuja Metropolis, Nigeria