Kurteshi, V., & Rrustemi, J. (2025). Exploring the Impact of Continuous Professional Development on Teacher Performance: Insights from Students and Teachers. Educational Process: International Journal, 16, e2025228. https://doi.org/10.22521/edupij.2025.16.228
Abstract
Background/purpose. This study examines the impact of teachers’ continuous professional development on their performance through indicators that ensure quality in education. These indicators describe teachers’ actions in the classroom based on the opinions of teachers and students.
Materials/methods. This study uses a quantitative approach and a descriptive-correlational design. The research respondents include 107 teachers and 455 students.
Results. The results indicate the need for teachers’ professional development. The correlation coefficient shows a strong positiver elationship between professional development and teaching performance.
Conclusion. The findings from this study provide an overview of the current state of teaching practices and professional development. The overall picture reveals significant shortcomings in areas critical to effective teaching and student engagement. Schools and education policymakers should invest in structured, sustainable, and meaningful professional development programs.
Follow the link to see the article: https://doi.org/10.22521/edupij.2025.16.228
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