The Imperative of Professional Development for Quality Early Childhood Education in Malaysia's Private Kindergartens

Abstract

This study explores the imperative for professional development among private kindergarten teachers in Malaysia to enhance the quality of early childhood education (ECE).  While national policies emphasize the need for highly qualified educators, a significant gap persists, with many teachers in the private sector lacking specific ECE qualifications and experience.  This research aimed to identify the professional development required by these teachers and to investigate the importance of such training for improving teaching quality. Adopting a qualitative methodology, this study conducted semi-structured interviews with four experienced female teachers from two private kindergartens.  Participants were selected through purposive sampling, with a minimum of five years of teaching experience as the core criterion.  The collected data were analyzed using thematic analysis. The findings reveal that despite their passion and extensive experience, most participants entered the ECE field from diverse, non-ECE academic backgrounds, underscoring a critical need for targeted professional development.  Teachers unanimously recognized the importance of continuous learning, valuing a blend of formal training, such as workshops on curriculum, pedagogy, and safety, and informal, on-the-job mentorship.  Professional development was deemed essential for updating skills, adapting teaching methods, and effectively managing classrooms. The study concludes that systematic, comprehensive, and tailored ECE-specific professional development is vital to address the varied qualifications of educators. It is recommended that kindergartens and policymakers foster a culture of continuous learning by implementing flexible training programs that include practical skills, mentorship, and critical areas like child safety, ultimately elevating the standard of ECE in Malaysia.