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ay be essentially negative;the administrator seems to look for opportunities to find teachers’ fault. The teacher’s rolehere is essentially passive, thus the teachers don’t do anything.
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2. Literature Review

2.1 Reviews on Teacher Self-assessment and Teacher Professional Development
Self-assessment is one of the methods by which teachers select PD. In self-assessmentsteachers have the opportunity to evaluate their own practice using professional teachingstandards (Beerens, 2000; Powell, 2000). There has been a consistent failure to question thenature of assessment in relation to the qualities it does or should identify and influence, notonly for pupils, but also for teachers (Ashcroft & Foreman-Peck, 1996). Powell (Powell, 2000)points that “If schools are seen as processual organizations, one self-assessment model leads areconsideration of how teachers add value to the school.” Bailey (Bailey, 1979) defines teacher self-assessment is the process of self-examinationfor the purpose of instructional self-improvement. Bailey also gave three steps for teachers doself-assessment practice. Step One: Identifying instructional behaviors both verbally andnon-verbally. Step Two: Learning how to control instructional behaviors to produce a desiredinstructional outcome. Step Three: Deciding to retain desirable instructional behaviors andremoving undesirable behaviors. (Bailey, 1979). Schon (1987) suggests that teachers shouldreflect both in action and on action in order to understand, critique, and modify their teaching.Mathison, and McTaggart (1989) define teachers’ “intentional causation” as the product of ateacher developing a personal set of cause-and-effect relationships about teaching throughexperience and reflection.
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2.2 Theoretical Framework
The principal of adult learning show that when people use self-assessment, they are morelikely to sustain their learning, in more disciplined ways, than when outsiders imposeprofessional development requirements. When people select their own “problem” to be solved,their own project to pursue, they devote greater energy to it than if someone else has chosenthe issue. Teachers are professional; they are practitioners of complex craft. Teachers tend toknow where their areas of strength and relative weakness lie and are keen to bring all areas oftheir professional development to high levels. If provided with a safe and respectfulenvironment, most teachers will choose to concentrate their efforts at professional growth inthose areas in which they have the greatest need. Here we have three main theories to supportself-assessment can promote teacher’s teaching practice, in this way, help them to developtheir professional skills. Transformative Learning theory: At the core of Transformative Learning theory, is theprocess of “perspective transformation”, with three dimensions: psychological (changes inunderstanding of the self), convictional (revision of belief systems), and behavioral (changesin lifestyle). Transformative learning is the expansion of consciousness through thetransformation of basic worldview and specific capacities of the self; transformative learningis facilitated through consciously directed processes such as appreciatively accessing andreceiving the symbolic contents of the unconscious and critically analyzing underlyingpremises.
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