The Effectiveness of Professional Development Programmes in Improving Teaching Practices and Student Learning Outcomes at Samtse Higher Secondary School

Abstract

This study explored the effectiveness of Professional Development (PD) programmes in improving teaching practices and students’ learning outcomes at Samtse Higher Secondary School. PD is often utilised as an agency to educate teachers and bring about changes in their classroom practices. Employing a mixed-methods approach, this study collected quantitative data using students’ performance records and qualitative data through classroom observation and interviews. A total of 17 classroom observations and five focus group interviews were conducted.

The findings revealed improvement in teachers’ classroom practices after attending the PD programme. Teachers demonstrated increased use of technology to support classroom instruction, enhanced classroom management practices, and use of diverse assessment strategies. Qualitative findings also revealed that teachers perceive PD as a beneficial and relevant programme in helping them enhance instructional efficacy and address diverse learning needs. However, analysis of students' learning outcomes indicated no measurable improvement, largely due to the differences in the abilities of students, their prior knowledge and motivation. Despite limited short-term effects on students’ learning outcomes, the study highlights that PD programmes significantly improves classroom engagement, teacher competence and students’ participation. The study suggests that context-based and ICT-related PD programmes are essential to bring in pedagogical change and positive classroom practices.