Bridging Policy and Practice: Investigating Non-Compliance with School-Based Professional Teacher Development Guidelines in Sri Lankan Schools

Abstract

School-Based Professional Teacher Development (SBPTD) plays a crucial role in improving instructional quality and promoting the continuous professional growth of educators. When implemented systematically, SBPTD fosters a culture of reflective practice, collaboration, and ongoing learning, ensuring that teachers consistently refine their skills to meet evolving educational needs. In Sri Lanka, despite comprehensive national-level planning and the introduction of a mandatory SBPTD handbook, schoollevel implementation has remained inconsistent, with only 8% adherence recorded within a selected Education Zone. This study investigates the reasons behind such non-compliance and proposes structured, context-responsive interventions to bridge the gap between policy and practice.