The  paper  refers about finding of our qualitative research which goal was to answer the question how the teachers view their professional development. We were interested in perception of their developmental needs and what obstacles obstruct against their professional development.   

The professional development of teachers has the indirect impact on achievement of students through improving teachers’ knowledge and skills and changing their instruction (Yoon et al., 2007).

If any activity of the professional development, for example training, mentoring or shadowing, will not bring some permanent changes into the everyday instruction of teachers, is not possible to assume the changes in students´ achievement. However, to bring the benefits from programs of professional development of teachers to the clasrooms suppose reduction of many obstacles as is the shortage of time for preparation and realization of the instruction, lack of teaching materials and human resources or missing support from the management of schools or other teachers. (Yoon et al., 2007). Except of these organizational obstacles there are also individual ones. Borko (2004) as a key condition for effective teacher learning considers willingness to change and develop own teaching. Also other authors argue that teachers´ beliefs strongly influence their teaching and their changing is very often crucial for changes (Fenstermacher & Soltis, 2007).

Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33(8). http://www.aera.net/uploadedFiles/Journals_and_Publications/Journals/Educational_Researcher/Volume_33_No_8/02_ERv33n8_Borko.pdf Fenstermacher, G. D. & Soltis J. F. (2007) Approaches to Teaching. New York: Teacher College Press. Charmaz, K. (2006). Constructing Grounded Theory. London: Sage. Miles, M.B. and Huberman, A.M. Qualitative Data Analysis: An Expanded Sourcebook, 2nd ed., Sage Publications, Newbury Park, CA, 1994. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage Publications. Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B. & Shapley, K.. Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. 2007. Retrieved from http://ies.ed.gov/ncee/edlabs York-Barr, J. & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research 74(3), 255-316.