INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XIV October 2025 | Special Issue on Management
Page 2608
www.rsisinternational.org
Implementation, Challenges, and Solutions of the Law on
Supporting Teacher Development: A Case Study of University
Faculty Members
Munkhdelger Tsevegjav
1
, Erdenebold Tsegmid
2
, Nyamjav Enkhbold
3
, Nomynbayasgalan Suld
4
,
Purevdulam Altantsetseg
5*
1,2,3,4
Law school of CITI University
5
Business and Graduate school of CITI University
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.914MG00200
Received: 22 October 2025; Accepted: 28 October 2025; Published: 15 November 2025
ABSTRACT
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.
Keywords:Teacher, Teacher Development, Support Mechanisms, Development Processes, Programs,
Development Centers
INTRODUCTION
Teacher development constitutes a critical component of the education sector. In higher education, it not only
underpins the effective delivery of academic programs but also ensures the continuous professional growth of
faculty members. The Law on Supporting Teacher Development, adopted by the State Great Khural in 2018, has
now been in force for five years. The law defines “teacher development” as the continuous process of enhancing
teachers’ knowledge, pedagogy, professional skills, and educational capacity. Its provisions apply to teachers
across all levels of formal and non-formal education institutions, irrespective of ownership.
The core of teacher support systems in universities lies in faculty performance and its evaluation. Internationally,
faculty work is typically assessed across five primary dimensions: (1) research, (2) teaching, (3) service, (4)
Page 2609
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XIV October 2025 | Special Issue on Management
academic mobility/scholarship, and (5) student advising, each of which includes multiple sub-indicators. In
many universities, performance evaluations are conducted annually, and faculty who receive unsatisfactory
assessments are barred from teaching until completing mandatory training. In contrast, most Mongolian
universities conduct evaluations every two to three years, with poor performance resulting in demotion.
While universities have adopted teacher development programs, the establishment and continuous operation of
teacher development centers remain underdeveloped. The content of these programs typically clusters around
three areas: (1) professional development, (2) social support, and (3) health and physical well-being.
In principle, Mongolia’s teacher development framework should integrate pre-service training, in-service
professional development, and workplace-based continuous learning, with support provided at national, regional,
institutional, group, and individual levels. In practice, however, the system does not function fully, and faculty
evaluation remains inconsistent. University-level development activities are largely implemented by faculty
themselves, rather than through collective management. At the national level, training duration, quality, and
evaluation remain problematic.
Overall, the study highlights that teacher development activities in Mongolian universities are fragmented and
insufficiently institutionalized. While research, seminars, and limited publication support exist, they represent
only partial measures. Universities also lack strategic alignment between human resource policies and teacher
development programs, which hinders consistent short-, medium-, and long-term planning.
The purpose of this research, therefore, is to assess the extent to which the Law on Supporting Teacher
Development has achieved its statutory objectives, its implementation in practice, its acceptance among faculty,
and whether unforeseen consequences have arisen.
Current State
Teacher Performance Evaluation and the Teacher Development System
The teacher evaluation system demands careful attention to implementation. University leadership and external
evaluators must receive high-quality training to ensure that assessments are both effective and reliable. It is
essential to consider how faculty evaluation aligns with institutional assessment frameworks and educational
policies, as effective teaching conditions may vary across institutions.
In many countries, the primary challenge is not whether a teacher evaluation system exists, but how to ensure
its proper and effective operation. According to [1] highlighted that effective professional development can be
defined as organized, systematic training that transforms teachers’ knowledge and practices. [2] stipulate that
teachers should foster positive and productive relationships with students, peers, parents, and community
members to support student learning.
Emphasizes that research on teacher development holds broad significance for improving not only teachers
themselves but also the overall operations of higher education institutions. Teaching and mentoring programs
aim to support instructional innovation and bring about practical improvements in teaching practices. Mentors
guide new faculty, provide feedback, motivate them, and offer instructional advice. Professional development
for university faculty positively affects teaching quality, efficacy, independent work, teaching confidence,
student outcomes, and overall job satisfaction. Such programs also support faculty well-being and employment
engagement.
Assert that teacher development programs should promote instructional competencies, cultivate positive
teaching experiences, and embed the scholarly functions of higher education. [5] stress that professional
development programs should be designed and delivered based on faculty needs identified through program
participation. Qualitative research by [6] shows that faculty development programs significantly influence
participants’ teaching methods, learning approaches, and classroom practice.
Professional development programs should consider teachers’ prior knowledge, experiences, and specific
training needs. While implementation at an advanced level can be challenging, establishing conditions for
Page 2610
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XIV October 2025 | Special Issue on Management
effective professional development is essential. [7] notes that successful professional development is content-
focused, encourages active learning and collaboration, aligns with relevant policies, and provides sufficient time
for participants to engage in learning activities.
In European higher education institutions, faculty development [8] varies according to organizational type,
institutional structure, and discipline. Programs may be mandatory or voluntary and typically include seminars,
exercises, mentoring, and other support activities. Their primary purpose is to help faculty continuously enhance
skills and stay current with modern practices in higher education. Interest in faculty development programs has
grown as institutions seek to improve instructional quality and address student-centered teaching challenges.
Teacher Development Activities in Mongolia: Practices of Selected Universities
The Law on Supporting Teacher Development [9] applies to all teachers in both public and private institutions,
irrespective of ownership. University faculty are expected to continuously enhance their knowledge, pedagogical
skills, and competencies. However, faculty in private universities often teach more courses and credit hours than
their cunterparts in public universities.
“Faculty performance” is legally defined as outcomes reflected through self and external evaluation,
encompassing student development, learning, attitudes, and other duties specified in job descriptions. Teacher
development activities are implemented at multiple levels: national (training and methodological institutions),
local (provincial, district, and municipal authorities responsible for education), institutional (university
management, teaching managers, and methodological staff), group (peer networks), and individual faculty level.
Mongolian universities have established programs aimed at enhancing faculty knowledge, professional skills,
ethical standards, health, social support, and professional recognition. Teacher development initiatives typically
include the following:
Support Measures:
1. Fall and winter seminars at the start and mid-point of the academic year to review objectives and assess
progress.
2. Allocation of teacher development budgets to faculty and academic units.
3. Faculty exchange programs and international internships.
4. Digital skills training tailored to identified faculty needs.
5. Collaborative faculty development seminars with partner organizations.
6. Annual observance of “Global Ethics Day” in alignment with sustainable development goals.
Social Protection Measures:
1. Provision of non-repayable assistance in cases of hardship.
2. Paid research leave and financial incentives for academic work.
3. “Innovation Quest” entrepreneurship competitions, with top teams receiving domestic or international
field trips.
4. Fully supported spring and fall field excursions and retreats.
Health and Physical Well-being Measures:
1. Annual preventive health screenings.
2. Annual sports competitions to promote team cohesion.
3. Scheduled faculty sports activities and designated exercise times.
RESEARCH METHODOLOGY
The implementation of the Law on Supporting Teacher Development was investigated through a survey of
faculty members from public and private universities. A quantitative research approach was employed, and
questionnaires were sent, accompanied by official letters, to academic units and teacher development centers.
Page 2611
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XIV October 2025 | Special Issue on Management
Collected data were analyzed using SPSS v26 and AMOS v26, applying descriptive statistics, frequency,
percentage, reliability, and correlation analyses.
The study framework is illustrated in Figure 1.
Hypotheses (6 hypotheses were proposed):
1. Satisfaction with teacher development activities and the implementation of the Law on Supporting
Teacher Development depends on the existence of a teacher development center.
2. Support for teacher development and implementation of the Law depends on the teacher development
center.
3. The correlation between the faculty development process and the law’s implementation depends on the
teacher development center.
4. Implementation of the Law depends on both the teacher development program and satisfaction with
development activities.
5. Implementation of the Law depends on the teacher development program and support measures (national,
local, group, or individual level).
6. Implementation of the Law depends on the faculty development process and the teacher development
program.
RESEARCH RESULTS
Participant Profile
The study surveyed 106 faculty members from universities: 27 (25.5%) male and 79 (74.5%) female. Participants
aged 37–46 comprised 42.5% of respondents. Doctoral degree holders numbered 28 (26.7%), Master’s degree
holders 76 (72.4%), and one Science Doctor (1%). Participants included 36 (34%) from public universities, 61
(57.5%) from private universities, and 9 (8.5%) from private colleges. Among respondents, 79 (74.5%) had a
teacher development center, while 28 (26.4%) did not. A total of 85 (80.2%) reported having a teacher
development program, and 22 (20.8%) indicated no program.
Table 1. Descriptive Statistics
Variable
N
Minimum
Maximum
Mean
Std. Deviation
Whether there is Teacher Development Center
174
1
2
1.52
.501
Whether there is a Support Program for TDC
174
1
11
1.36
.867
Age
174
1
9
3.61
1.798
Gender
174
1
2
1.89
.313
Years of Work Exjerience
174
1
52
12.43
8.724
Valid N (listwise)
174
Page 2612
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XIV October 2025 | Special Issue on Management
Variable Reliability Analysis
Reliability analysis of variables yielded Cronbach’s alpha coefficients above 0.6, supporting the suitability of
data for subsequent analysis (Table 1).
Table 2. Reliability Test of Variables
№
Variable
Number of items
Cronbach’s Alpha(α)
1
MoES-Process of Supporting Teacher Development in
General Education Schools
3
0.771
2
Teacher Support
5
0.782
3
Satisfaction with Teacher Development Support Activities
6
0.911
4
Total
14
0.831
Table 3. KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy.
.903
Bartlett's Test of Sphericity
Approx. Chi-Square
1351.726
Df
91
Sig.
.000
Results of Regression Analysis
Table 4. Results of Hypothesis Testing
Hypothesis
Direct Relationship
Hypothesis 1
Supported
P-value 0.000*** (significant), Beta coffficient=0.571
Hypothesis 3
Supported
P- value 0.000***(significant), Beta coffficient=0.697
Hypothesis 4
Mediating Variable Effect
Hypothesis partially supported, p=-.056, p=. 0.5
Abbreviations:
UDSP – University/College Teacher Development Process
SATD – Satisfaction with Teacher Development Activities
LAWIMP – Implementation of the Law on Supporting Teacher Development
Analysis of the direct relationships between dependent and independent variables revealed statistically
significant positive correlations (P = 0.000*), with standardized beta coefficients of β = 0.69, 0.694, 0.59, and
0.80.
Page 2613
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XIV October 2025 | Special Issue on Management
However, when mediator variables were included in the analysis, the relationships were no longer statistically
significant (P = 0.110, 0.383), and the coefficients indicated negative correlations (β = -0.154, -0.061, -0.102, -
0.107, -0.044, -0.133) (Table 2).
Similarly, analysis of the direct relationships between dependent and independent variables showed statistically
significant positive correlations (P = 0.000*), with β = 0.83, 0.93, and 1.070 (Table 4)
Table 5. Results of Hypothesis Testing
Hypothesis
Direct Relationship
Hypothesis 2
Supported. P-value 0.000*** (significant), β =0.568
Hypothesis 5
Supported. P-value 0.000***(significant), β =0.604
Hypothesis 6
Moderating Variable Effect
Hypothesis supported. Siggnificant at p=.000 β=0.481
When testing the direct relationship between the dependent and independent variables, the results showed that
there was a significant (P-value 0.000***) and a positive correlation (β=0.568, β=0.604), and Hypotheses-2 and
5 were confirmed, respectively. When analyzing the moderator variables (P-value 0.000, significant), a positive
and weak correlation was found, and Hypothesis-6 was confirmed (Table 5).
CONCLUSION
Among the study participants, 80.2% reported that their institutions had a teacher development program.
However, this finding suggests that even where programs exist, teacher development activities are not conducted
continuously or effectively. Notably, 54 respondents expressed dissatisfaction with the teacher development
activities at their universities. Furthermore, regarding activities aimed at enhancing faculty recognition, 60.6%
of participants were dissatisfied, and 31% reported being unaware of such initiatives. These findings indicate
that such activities are neither regular nor sufficiently organized.
Regression analysis revealed a strong positive correlation between dependent and independent variables. The
implementation of the Law on Supporting Teacher Development is positively associated with the teacher
development system, related activities, and faculty satisfaction. While universities may have teacher
development programs and centers, these do not correlate significantly with the practical implementation of the
Law. In other words, teacher development activities in Mongolia are not conducted systematically or effectively.
Participants highlighted multiple challenges to self-directed professional development, including: excessive
teaching hours, lack of financial support, absence of a structured support system, heavy administrative workload,
insufficient foreign language proficiency, inadequate scheduling, low instructional effectiveness, low salaries,
poor performance evaluation, lack of institutional support, limited computer literacy, absence of social welfare
measures, insufficient implementation of state policies, and inadequate administrative management practices.
Universities must prioritize faculty development. Providing training and support to help teachers and researchers
fulfill their teaching responsibilities is essential for ensuring high-quality instruction and disseminating effective
learning experiences. Programs designed to enhance faculty recognition and support employment stability are
likely to be more effective. However, this study found that Mongolian universities generally do not prioritize
teacher development programs. A key negative consequence of this neglect is increased faculty attrition and a
tendency to leave the profession or transfer to other sectors.
REFERENCES
1. Darling-Hammond, L.; Hyler, M.E.; Gardner, M. Effective Teacher Professional Development. Palo
Alto, CA, USA: Policing Institute for Learning, 2017, 76 pages.
2. Alberta’s Teaching Quality Standards (2023). Integrating Indigenous Perspectives into Teacher
Education in Alberta.
Page 2614
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XIV October 2025 | Special Issue on Management
3. Danyluk, Patricia; Plante, Maureen; Wessel, Samara Papers on Postsecondary Learning and Teaching,
v6 p28-35 2023
4. Evans, L. What is Teacher Development? Oxford Review of Education 2002.
https://d1wqtxts1xzle7.cloudfront.net/7386747/what-is-teacher-development-
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.
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
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.
8. Desimone, L.M. Improving Impact Research on Teachers' Professional Development: Toward Better
Concepts and Interventions. Educational Researcher 2009, 38, 181–199.
9. Gaebel, B.M.; Zhang, T.; Bunescu, L. Learning and Teaching in the European Higher Education Area;
European University Association: Brussels, Belgium, 2018
10. Law on Supporting Teacher Development, 2019.
