The efficacy of ongoing teacher professional development training: A catalyst for improved teaching and learning

This study explores the impact of iterative, evidence-based continuous professional development (CPD) on teacher effectiveness and student outcomes. Using a mixed-method approach, it analyzes standardized student performance data alongside teacher surveys, interviews, and classroom observations. Results show significant improvements in instruction quality, assessment confidence, and student engagement (d = 6.61), with notable gains in mathematics and literacy (p < .001). Teachers in sustained CPD programs demonstrated higher proficiency in differentiated instruction, formative assessments, and classroom management. Embedded real-time feedback and collaborative inquiry enhanced self-efficacy in implementing strategies for diverse learners, while qualitative data highlighted stronger professional identity and commitment to reflective practice. However, systemic challenges like time constraints and administrative demands may limit CPD’s full impact. Action-oriented, adaptive, and feedback-driven CPD models offer valuable insights for policymakers and educators to optimize teacher training and ensure long-term student success.