Teacher Professional Development Policies at the National University of Agriculture in Honduras Interpretations from Stakeholders

Abstract

This study aimed to analyze the implementation of teacher professional development policies at the National University of Agriculture (UNAG) in Honduras, focusing on the interpretations and reinterpretations of educational stakeholders during the intervention process led by the Commission appointed by the National Congress between 2017 and 2020. The research employed a qualitative approach, utilizing an exploratory case study method grounded in the perspective of the educational policy cycle and the inductive formation of analytical categories. Data collection techniques used during 2021–2022 included document analysis from primary and bibliographic sources, as well as semi-structured interviews with 30 participants representing three university sectors: faculty, students, and administrators. Data analysis was conducted using Qualitative Content Analysis with the support of ATLAS.ti software, version 8. The findings revealed that professional development policies at UNAG were centered on three thematic axes: teacher training, academic career development, and the institutional socio-educational context, all within a landscape shaped by political and personal interests. The study concluded that unclear regulations, insufficient economic incentives, and selective decision-making support contributed to dissatisfaction and inequality among teaching staff. Moreover, the Intervention Commission's involvement created an institutional environment marked by power struggles among faculty groups, alongside resistance and apathy toward the new policies. It is recommended that UNAG implement an Internal Work Regulation and a Professional Advancement Framework to standardize employment conditions and establish processes for recognizing economic incentives.