Self-Directed Professional Development: A Systematic Review of Research (2015–2025)

• In Event: Designing Professional Learning Communities That Center Educator Choice, Agency, and Well-Being

Abstract

This systematic review synthesizes 19 empirical studies (2015–2025) to examine how self-directed professional development (SDPD) is defined, implemented, and evaluated in formal education settings. Despite its increasing prominence as a flexible, autonomous model of teacher learning, SDPD lacks a consistent conceptualization across the literature. Using a narrative synthesis approach, the review identifies five core definitional dimensions of SDPD and maps its theoretical orientations, implementation modalities, and documented outcomes. Findings indicate SDPD’s transformative potential for teacher identity, instructional practice, and professional well-being, while also revealing significant structural and institutional barriers. The review provides a foundational framework for advancing research and practice in personalized, sustainable teacher learning.

Authors

• Zixi Li, Indiana University

• Ge Tang, Teachers College, Columbia University

• Zhou Zhang, Columbia University