Implementation, Challenges, and Solutions of the Law on Supporting Teacher Development: A Case Study of University Faculty Members

In Mongolia, the institutional framework for supporting the professional development of university faculty members remains insufficiently effective. Globally, teacher evaluation systems have increasingly become the focus of attention, driven by two fundamental imperatives: improving the quality of teaching and strengthening accountability. In most countries, teachers’ performance is systematically and comprehensively assessed, and teaching standards are established as key determinants of educational quality.
Although Mongolian public and private universities have established teacher development centers and adopted relevant programs, these institutions have not provided adequate support for enhancing faculty competencies in teaching, research, academic mobility, community service, and student advising. Moreover, the system of incentives and recognition remains weak.
This study aims to examine whether the provisions of the Law on Supporting Teacher Development (2018) have achieved their legislative objectives, how the law has been implemented in practice, the extent of its acceptance, and whether it has produced unintended consequences. Data were collected from academic staff at public and private universities and analyzed using SPSS v26 and AMOS v26, testing the effects of moderator and mediator variables. The dependent and independent variables demonstrated significant and positive correlations; however, moderator and mediator variables proved statistically insignificant.
The findings suggest that further theoretical and empirical inquiry is required to advance the understanding and practical application of teacher development policies in Mongolia.

Teacher, Teacher Development, Support Mechanisms