Percelved impact of teacher Professional development on students' Learning Achivement

Abstract

This study, entitled “Perceived Impact of Teacher Professional Development on Students’ Learning Achievement”, which aimed to discover the extent of impact of teacher professional development on learning achievement of students in the classroom. The researcher adopted a phenomenological research design to conduct the study. Five secondary-level English teachers from five community schools in Tarakeshwor Municipality, Kathmandu, Nepal, were selected using purposive sampling. Data were collected through semi-structured interviews. The Results shows that professional development is a crucial component to bring about a positive change in instructional strategies, classroom management, lesson planning, reflection, and so on. As a result, the teachers also noted an increase in the level of student participation, engagement, and, consequently, academic learning and performance of the students. The results of this research highlight the importance of ongoing, contextual, and applied professional development to enrich the quality of instruction in community schools. The study highlights the need for teacher professional development to be supported by the institutional setting, teacher mentoring, and collaboration with others to make it possible in the classroom. The information generated from this research is expected to be beneficial in helping policymakers and schools plan effective and sustainable teacher professional development programs.