ABSTRACT
The study of self-development in the teaching profession in a large-scale school aims to study the level of teachers and compare self-development with gender, educational background, work experience, academic standing, subject group, and marital status. The samples were 134 teachers classified by gender and academic standing. The results showed that teachers at that large-scale school have a self-development ability at a high level ( https://www.w3.org/1998/Math/MathML" display="inline"> x ¯ https://www.w3.org/1999/xlink" xlink:href="https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9781003634683/8542e14d-3646-4778-a397-663f76c626bb/content/inline-math9_1.tif"/> = 4.36, S.D. = 0.27), and teachers at that large-scale school with different academic standings declared significant differences in self-development at the 0.05 level. There was no difference in self-development in the teaching profession between different genders, educational background, work experience, and marital status.
