The issue of teachers’ professional development has drawn the public’s attention as it will affect the quality of the Early Childhood Education (ECE) program and children’s development. The Malaysia Ministry of Education encouraged all ECE teachers to obtain a minimum of a Diploma in Early Childhood Education by 2020 to improve the teacher’s professional development. This study aims to highlight the major challenges faced by preschool teachers in their professional development in Selangor, Malaysia and reveal the impact that either negatively or positively impacts their professional development. The sample of this study is 100 preschool teachers from private and public schools in Selangor who were selected through a purposive sampling method. The data were analysed using the statistical program SPSS (Statistical Package for Social Sciences) which is both accurate and user-friendly. The study concludes that occupation responsibility and time assignment as the main challenge of professional development for preschool teachers. The study established that most respondents agree that developing, implementing, assessing, and legitimizing teacher professional development norms is the best solution to the challenges of professional development for preschool teachers.
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